;.Af;G£;  library  of  eoiir-A-r.^ 

BERKEUEY.  CALIFORNIA, 


I: 


m 


Baseball  as  Ednoatiooal  Ueans. 


By 

Troderidlc  Varren  Cosens 
A.B.  1915 

THESIS 

Sulnltted  In  partial  satisflaotion  of  tht  rsqlilremeots  for  tba  dsgree  of 

ISASfSSR  OF  IBTS 
in 
Bdneation 
In  tha 
GRJJXUSSE  DIYI8I0V 
of  ttaa 
U1I1VKUSIT7  OP  CALIFOBHIi 
Uagr,  1918 


ApproTOd 


Instructor  in  Charge 


LB6 


EDUCATION  DEPT. 

■>^;~-' JIT 

HCI3ITIC  liTlUQiiJIS 

sxei  ,^s'^ 


si  io*cri.+  BxtI 


Introduction 

\SicLespread  Interest  in  the  game. 

Brief  history. 

Baseball  a  scientific  stndiy* 
Paart  I.  Edncational  resiilts  that  may  be  secured  throu^  baseball. 

1*  Baseball  and  the  physical  being* 

(1)  Proper  co-ordination. 

(2)  QuialQifiss  of  e^o. 

(3)  Agility  of  DOVQcaeut* 
2*  The  mental  side  of  baaeball. 

(1)  Deoisiojos  of  the  moment. 

(2)  Ability  to  solve  problems. 
(2)  llfltiiory. 

8*  Uoral  values  to  be  gained  in  the  playing;  of  baseball. 

(1)  Heal  self  exhibited  in  t]i.e  abimdon  of  the  gane*  ?he  great 
opportuuity  of  the  coach. 

(2)  Initiative  mid.  Jiid^^nQut* 

(3)  Self-subordination. 

(4)  Team  spirit;  spirit  of  co-operation;  sympathetic  comrade- 
ship and  imitaal  helpfulness. 

(5)  Courage,  dctezmlnation  and  perseverance. 

(6)  Deliberation  and  reflection. 

(7)  Generalship. 

4.  The  psyoliology  of  basoball.  6  ?  5  2  4  9 

(1)  !rhe  batter*  the  pitcher  and  the  catcher. 


'  :^ii.  a    i?    r    y. 


.  --^:^^.. 


♦fiy. 


.O'-Al  a' 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

IVIicrosoft  Corporation 


.&i. 


■  rrr. ^ST'tc'^'r'     r^-  •' 


http://www.archive.org/details/baseballaseducatOOcozerich 


COIJTElTrs  (contlnaed). 

(3)  BaBeball  and  tho  recess  period. 

(4)  Oojnpetltive  element  should  be  dereloped  during  after- 
school  time* 

(5)  Health  strperrlsion  essential. 
3«  Basehall  as  an  intranoral  activity. 

(1)  Ohtaining  and  holding  the  interest;  qtiestionB  as  to  t*io 
shall  play,  shall  the  game  be  required  or  elective,  etc. 

(2)  Plana  for  a  baseball  field-day. 

(3)  The  after-school  problem. 

(4)  A  BChemo  for  grading. 

4«  General  advice  to  ooacdies  of  baseball  In  hl^  schools. 

(1)  The  coach  as  a  teacher  asd  a  leader. 

(2)  Coaching  involves  the  study  of  hxman  nature. 

(3)  Some  suggestions  to  coaches  and  general  principles  to  follov. 
Appendiri  the  organization  of  hi^  school  athletic  systems. 

1.  The  large  high  school;  diagram  of  athletic  system. 

2.  The  medium-sized  hl^  school;  diagra;:i  of  athletic  system. 

3.  The  small  high  school;  diagrams  of  athletic  system. 


.-risLwnl   ■•   be-:  ".:■> 


'O". 


'M 


r  „        r  r  ^ 


fi^! 


IBTROUaCTIOII. 

T?I]3SSPHEAI)  IKPEHSST  IK  THS  GALIS. 

Baseball  has  been  and  will  contlntie  to  be  dabbed  the  national  pastime 
of  the  American  people  on  aocount  of  the  uddespread  .interest  that  is  taken 
in  it  as  a  game,  both  from  the  standpoint  of  the.  pajrtioipant  and  ..from  the 
standpoint  of  the  spectator.  Prom  the  time  a  boy  gets  bis  enmi^  to  handle 
a  ball  one  may  see  him  in  the  streets  batting,  throwing  and  oatohlng,  and 
from  then  on  xmtll  the  time  of  manhood  is  reached  he  is  at  this  ssrtio  bat- 
ting, throwing  and  oatohlng  at  every  possible  moment.  It  matters  not  Mshen 
he  is  young  Phat  the  typo  of  ball,  glove  or  bat  is  so  that  it  is  one,  "The 
streets  and  vacant  lots  are  fairly  teeming  with  yo^jmg  Americans  in  the  spring 
and  summer  months,  and  It  Is  in  this  very  youthfal  stage  that  the  boy  acquires 
for  himself  the  most  fundamental  co-ordinations  that  malce  him  a  baseball 
pl^er  in  his  adolesconce  and  natijrer  years-  His  ■^ole  heart  and  soul  is 
^«rapped  up  in  Ms  devotion  to  the  gsE».  He  '.vntchss  the  older  players  -worlc 
and  apes  them,  and  thero  is  a  conatnnt  controversy  arialng  aa  to  the  proper 
method  of  doing  this,  that  and  the  other.  One  young  fello^f  says,  "  This  -way 
is  ri^t  because  It  is  the  way  so-and-co  doeo";  and  the  other  boy  says,"  NOt 
this  \7ay  is  rif^t  because  I  sav;  so~an^ao  doing  it  this  «»y*'.  So  the  argtSMst 
oontinues. 

Vie   could  go  into  great  detail  as  to  the  number  of  "fans"  y^io   sje  In- 
torestod  In  this  nation-Tri.de  game,  but  cur  principal  concern  is_  is^th  the 
participant,  the  boy  o;r  hig*i  school  a;:Q  t±ios©  life  is  yet  ahead  of  Mm  and 
i/bcam  pl^,  by  c-aana  of  t}ie  game,  can  be  made  to  become  of  educational 
value  to  hlTO.  A  fev  flgurfea,  however.  Till  suffice  tc  show  how  the  interest 
aenifests  Itself. 


:,  ..    .  .    :  ^^..^  ^rts  ;:9>i^0-eH   ..;^*i.'J-     ■  :^M  i.aB  -^r    -^CO   XX^T  ^ 


.-   .  —  -^ 


:>^ 


J"-/  * 


^-•is«r:i'w  ci.;         •-  r     '-'i  ^i  RJ'^'i^  *^^^-' 


:*  dJ  r-^ 


•V  -". -r  ■■  ' 


In  1911  it  "was  estimated  that  there  V7ere  more  than  60,000  baseball 
or  olubfl  in  thl3  eoimtry  vrith  an  actual  participation  of  approxiiaately 
750,000  men  and  boys  over  12  years  of  age.*       It  has  also  been  estixaated 
that  there  is  not  a  person  in  one  hundred  over  fourteen  years  of  age  in 
the  United  states  ^o  does  not  at  least  tmderstand  the  basic  principles  of 
the  game,  and  scarcely  one  nativfi-bom  American  in  a  thousand  -t^o  has  not 
at  soioe  tin»  played  the  gaioe.     Tlie  ootmtless  thouui^nda  '«?ho  attend  basoball 
ga^^M  tlxroughout  the  coimtry  doriui;;  tlia  susooer  months  ore  a  tribute  to  ths 
faot  of  the  natioual  soope  of  the  gazsa.  Every  towia,  village  and  haialet, 
city,  college  and  school  has  its  baseball  team,  besides  o^eat  iruinbere  of 
ohiiTo^ieSt  you2ig  Ljei^'  clubs  and  the  like* 

The  eeaast  in  ^znarica  has  reached  a  stage  that  cii^t  almost  bo  likened 
to  the  feudal  period  of  Etnrppe.  Y.'itness  tho  loyalty  and  eupport  accorded  a 
city's  wiseLall  team  at  the  present  day  and  ocuij^^xre  this  vdtli  tiiat  saoe 
kind  of  loyalty  vihioh  was  accorded  the  bands  of     vRUu-iors  of  Mddi&<dval 
Kuropo.  Often  tines  this  pride,  ontiiuaiaam  and  loyalty  viijces  very  wann, 
for  exa»ni;4e»  "v&ion  tetuns  froia  rival  towns  ai-e  playing  a  hotly-contostod 
43MKi>ioushijt.  gaijie  or  series* 
3F.iaP  HISgORY. 

The  oriGln  of  tlio  gariie  is  soiMTSiat  obscure.   **  Sosne  authorities  say 
that  it  nam  derived  from  the  old  English  (^^e  of  ''rounders",  several  var- 
iations of  v»hich  vrere  played  during  the  colonial  poriod.   **  QtlwBB  say  that 
its  raseiflblaaoe  to  "roondin's"  is  ji»roly  a  ooinoidonco  and  tliat  it  had  Its 
origin  iu  Cooperstown,  II. Y.   in  1839  when  Lhnar  Doableday,  a  Y.eot  Point  dadet, 
devised  a  scherae  for  playiuti  it.   *  Doableday  was  af terwai-ds  a  brigadier 

*  Touching  Saoond  -  LVers  and  I'-allerton 
•*  Encyclopedia  Brlttauioa. 


I  :tHie*.. 


-^   I^Oj:  n  soft  <iI^'  l^^:^   "^  '  '  ' '■    "  '■" 


-4«j*tl'.  _-;V..t-I^-J    c  ''-'i'- 


'■!iit7  ^^iC?*'- 


x':*j 


'       :Vir,'f  •'4*    t-'«i 


loM^v        J 


Zj. 


;i')  o-Sv-I  ^-xfr.^  f.3' 


:a'X- 


•«*«jrr.  i4?TO*"i>e  ,  ^5  :.>i-.-.'j6'i'   la  :>  . 


J*lI-'    ftTi^    .  6f 


11.--  *..      y 


ti>lfiJCjl-:.f  b'  kl-XT^it^ 


■.'  ■   -  r>.- 


.  ■)!.. 


general  in  the  anqy  and  famous  as  a  mathematician.  He  organized  a  team  of 
seven  lioyB  to  play  the  game,  first  against  two  'batters,  then  against  any 
number  present  and  not  engaged  in  fielding.  He  calculated  the  distance 
l>etween  bases  as  ninety  feot,  the  wisdom  of  ^*ilch  is  vouched  for  by  the 
eaqperte  of  to-day. 

v;e  need  not  go  into  very  mich  detail  as  to  the  h-i?.tcry  cf  tho  g«M 
between  lfi39  and  the  present  tirce,  but  a  fev?  facts  shoulu  be  taJosn  into 
accoxmt.  •  Tho  first  organized  baseball  was  played  in  1043  by  tho  Wash- 
ington Baseball  Club.  She  famous  Knickerboolcer  Club  which  played  around 
Saw  Toaric  Olty  ^tevlsed  tho  first  code  of  rules.  Tith  the  organiisation  of 
the  Rational  Baseball  Asaociation  in  18i58,  there  came  an  approach  to 
unifori.^ty  in  the  rules  at  least*  A  few  sidpla  la'./s  \T^ro   laid  down  siiiilar 
to  those  -^ich  now  exist,  except  that  the  iinderliaiid  toss  was  in  vogue  and 
tha  ball  v;as  larger  and  more   lively. 

The  riao  in  popularity  of  the  gasie  mta  rapid  about  this  tiiiio  and  there 
wore  orgacizod  naay  faijous  clubs,  such  as  Boaoon  aiid  Lowell  of  iiosl-on  and 
the  Red  Stodcings  of  C4ncinatt}i.  Tho  intense  rivali*y  brought  tjoni-  prof- 
essionaliaKi  atad  v?lth  Uie  spread  of  the  ganje  cam©  certain  undesirable  elements 
and  adjuncts  such  as  betting  and  pool-selling.  Players  were  not  above 
selling,  ccnteats  if  it  seemed  worth  while. 

In  18C7  there  was  held  in  .'hiladeliihia  a  convention  for  reformation, 
at  "^ich  about  500  organisations  wore  reprosoated.  This  oonvoation  accoiDi)ll8h- 
ed  certain  re  forma  and  tho  sport  grew  irapidly  in  the  eastern  and  middle- 
weotern  portions  of  the  United  States. 

In  the  next  five  years  tho  interest  became  so  groat  that  it  was  decided 

*  Encyclopedia  Brittanlca. 


<j- r: 


•„va»»v  «■**>*<*    -**         ■:;:     ,:»'i.'  ■*?  ^  ■«-••»■• 


-r.     •  -af.  XL  »■■-.. 

>•'    ■'    'jj^r.  ^    ..    .U'i   St-;--''      ;;.:•    ''■<•■•  ■■■■■_   '-  '  -     . 


>.    s  « 


» 


T£  tol    .,  >  I  iirov»K*i:  .a  ~ 


to  8ond  tearna  to  England.  Boston  and  the  Athletics  gave  esfeibitlona  In 
England,  TaxA  the  trip  did  not  succeed  In  popularizing  baseball  In  Great 
Britain.  Fifteen  yeafs  later  two  teaina  nade  a  toic  of  the  v^orld  Incltiding 
Australia  and  various  O'cher  cctmtries  and  coripletine  the  trip  by  a  conteBt 
in  England,  ^hls,  however,  had  little  effect  on  England  as  have  also  later 
ott€»^>te.  The  saoe,   on  the  othoj   liand,  ccmtiroied  to  2irosi>«»r  in  /anerica. 

The  first  entirely  profassicnal  club  -vas  forn^id  in  1868,  the  Jinoin- 
atti  Bed  Stockinirs.  In  1S71  carae  t?:e  forjnatlon  of  two  ?iatl02U.l  s^spclatlcns, 
one  of  prcfessinr^ls,  the  othor  of  araRteurs.  Socn  after  bJ.is  in  1G76  cajae  the 
formation  of  a  Hatlonal  Leag<;e  of  eight  teaos  UE«ier  the  prtjaidenoy  of 
Nicholas  E.  Young,  ^sMch  containod  all  the  ezp'jrta  of  the  country.  So  pop- 
ular did  this  league  becona  that  another  7»a  fonaod  in  18S2  icnown  as  the 
Anerioan  Aaaociation.  Rivalry  n£.txc*ally  sprang  up,  and  a  oonferonoe  and  an 
ogroo-'neit  were  nocossary  bofora  liarmonj  vjau  restored.     'JThosa  two  leagaes 
controllod  bi'-aeball  for  many  yoiU's,  cilthoiitjli  in  1890  tlia  fanuabion  of  a 
brotherliood  of  players  called  tho  Players'  League,   de/iaou  to  au3U2*e  bonofits 
going  to  Managers,  triod  to  ovarthrow  aubhority.  The  Players'  jjoaguo,  how- 
OTor,  was  not  aufficiontly  stron^j  and  fell  to    piecea  a^tai-  a  fe\'/  years. 

Tho  ^rational  J.eaeue  at  first  coasiotod  of  twel\'a  teams,  but  In  1900 
was  roduoed  to  ei^Jit,  exactly  as  it  stands  to-day.  Certsiu  a^^resuivo  and 
digsatlsfled  elements  took  advantaeo  of  thia  change  to  or^Hnize  a  aocond 
great  irofossioiial  assooiation,  tlie  Aiaerioaa  Loague,  of  elgjit  cluba,  six  of 
^bcn  lr>  cities  vfiere  tho  "atlonal  Lengae  v^as  already  rapreseutod.  Uhe  devel- 
opment of  interest  in  the;  gaino  during  the  if^st  oifejiteen  years  jsjxa  been  ro- 
narteibl©  ejoA  rapid. 


■yf.  a« 


...■■»f  *■ 


*:  ft.    ■     - 

_    _-     ..."1.  ^~;j  -J- i.  V         -ri-j         ^  .: 


-■9^   ft.  •      i 


9 

<» 


?ALL  A  3giei?j:ifio  sTum, 

Baseball  is  a  scientific  study  froni  Taeglnnine  to  end.  The  playini; 
field  le  iKld  out  with  such  seoraetric  eacactness  that  both  offonsive  and 
defensive  teams  have  an  equal  oiianco.  Speed  of  foot  and  power  of  arm  rauat 
he  tt'ktn  into  cousi deration  In  ever;;.'-  close  play  and  no  douM  those  who 
akiculated  the  distance  betv.<een  bases  and  betwaeu  ho;-!©  plate  and  the  pitcher's 
plate  exorcised  very  close  stud^'^  of  the  laws  of  physics  and  /nathainatics.   *For» 
If  first  hase  was  ninety-two  feeb  from  the  hts^oe  ^jxat©  instead  ox  ^iiinetj', 
haseball  would  be  ruined  beoa^ose  in  the  present  liit^  developtiont  of  the  geaod, 
two  feet  additional  distance  '-/ould  maico  it  alraost  in^ossibie  for  a  tesia  to 
score.  iiLniiiaa'ly,  if  the  distance  between  the  bases  xtaa  eij^ty-eight  feet, 
the  socres  ^^uid  run  into  double  figures  in  airaosi;  every  gaKie.  Tha  diotiiOicaa 
have  been  so  oalculalod  said  the  players  so     distributed,  that  eaoli  of  the 
nine  socu  An  dofonsivo  has  oaac'oly  the  amount  of  ground  to  cover  that  the 
fastest  runoar  possibly  can  cover  with  a  flying  st&rt.  Because  tiie  same 
inrQlrea  quieic  thinkins,  a  high  degree  of  generalship  and  brain  -woris:,  and 
penaits  of  sreat  piiysical  slcilx,  it  attracts  no'o  only  lovers  of  athletics  but 
also  many  v,ho  ordinarily  care  little  for  other  sports  and  t^airies. 


*  TOUCHING  SECOHD  -  fivers  and  Pullerton. 


u'-*  •.-■**? J    yj.  c:;^Jt^ 


i#  0   n^i,'  X.  -i'3-C^v-i-  -  • 


la 


.T     -51'-    ■■:f:i. 


.<i 


-iiiif    . 


tJni— ■       ^l(>>jkr      •■j'fca- 


XiCi:-    ^i«i--  --A*!-. 


yiiOT. 


«IWr  *?t   '.^-ici  »<1lO':.o 


Tl  w. 


.£ro*T«IXtf^  baa  nitfrU  -  OTlOOEe  O'-CISDUOT  * 


Part;  I. 
EDOCATICmAIi  HESULTS  THAT  MT  BE  SECUHED  THH0W5H  BASITSALL* 
Aside  from  the  purely  laonltary  standpoint  of  the  profosgional  hasa- 
"ball  plavort  there  raast  to  qonethirrg  "baolr  of  It  all  to  lend  the  thotisandii 
on  aaid  on  each  year  In  their  stnd;7  of  this  solentiflo  sport.  HtuKtreAs  of 
writer3  havo  fjone  to  ^oat  lengths  to  aho\7  Wiat  thoro  is  odiicatlonal 
•walue  In  sport,  fi±hlotica  if  you  please,  and  to  jiistifv  their  arsurronto. 
Thejr  haTO  ahowT)  that  phyalcal,  oriental  and  noral  relMOs  arise  T^ilch  are 
yer;r  liard  to  obtr.lr>  in  tl)e  ortHwary  rmy  of  "i.lfo»  that  7?^>«r.  the  hoj'  is  on 
the  athletic  We?. 4  he  Ig  sv^  sjrts  hl;^  trtie  self  S3>d  that  if  only  there  Is 
MKas  ono  at  band  to  direct  this  trwe  self  lr>to  the  rirrlit  chc?inel3  and  along 
od-joational  end  moral  liaes,  the?-,  ■besides  the  physical  and  nertai  powsrs 
v*.lch  accrue  from  3T>ort,  cosie  t}*  aioral  ones* 

A  teactter  sud  a  leacTer  then  ie  ossen-^^ial  ahoTo  all  thii -g  else.  This 
leiitlor  Moat  have  soxmd  p^tegoglosl  training  plv.s  a  necesaar;;  aptiltido  for 
th©  .tjane  he  esjiccts  to  teach,  the  more  the  hetter,  hut  ahove  all  he  mast 
stu(?y  hia  subject  from  every  poasihle  angle  aa  ts-sII  as  those;  v'hor!  he  is 
dlrectine  In  that  Bubject.  Baseball  is  enoh  an  Intricate  game  that  no  mattor 
hoT-  nittoh  the  fitudjr,  sornethlng  tfculd  be  lacklr;*  In  the  teacher  if  he  had  not 
had  actual  experience  in  play,  if  he  had  not  at  some  tliie  f;one  throueJi  the 
trjrip,"  experiences  of  leai-lng;  control  of  the  ball,  of  £;ettin<::  nacd  to  the 
bomjd  and  of  petting  his  eye  on  the  ball.  The  boys  vhcm  tbn  leader  is  in- 
stractinr  ni»e  [^ini-:  thvoncfh  the  4a.Tts  experlonoea,  and  her    easily  their 
faults  aro  seen  T*on  one  has  "pafised  through  .Just  such  a  tirao  as  thoy  are 
havirnv.  The  najrc  actual  earierienoe  with  a  crnae  tha  toaolior  has  liai,  the 


•  t\r-       <W<- 


■*•:  ■  ...... 


»-*  **  !• 


,  J.»<  .        •  * 


*,    -  -  '  '  '.'■''■ 


en- 


.  fi     -n 


more  ho  can  holp  boyg  vdth  their  troTibleB.  ^ 

Itemy  "fans"  on  the  bleachers  ^h.o  thinlt  the  Imor  hor  the  gaone  Is 
played,  t5io  see  It  from  a  distojice  and  v/ho  may  watch  many  htrndi-ods  of 
gaanBB  and  study  fl*om  long  range,  can  never  know  v^at  actaalltles  are 
tintil  thej'  feel  the  playa  cat  on  the  field.  One  would  have  done  this; 
•Bother  would  have  done  that,  and  so  it  goes;  each  thinkinc  that  his  vast 
©xr.erionoe  In  heing  merely  a  sijectator  enables  him  to  JuAge. 

Before  the  teacher  haa  any  place  in  the  schwne  of  things,  ho^wever, 
there  mist  be  the  material  vdth    Tftiioh  to  work.  I  speak  of  the  teacher 
first  because  of  the  neplect  of  this  T^Jiase  and  becatmp  cf  the  inportance 
which  should  be  attached  to  it.  "The  plastic  boThood  of  "hlr^  school  ago  is 
the  naterial,  but  though  the  mater inl  nej'  be  ir>  every  til^  school,   it  Joes 
not  shov  itself  on  the  athletic  field.     Our  nejrt  problem  thon  la,  "  How 
to  get  the  boys  on  the  athletic  field  for  baseball".  Is  this  really  a 
problem  \vhBn  one  considers  that  it  is  a. natural  toT^flency  acrulrod  In  baby- 
hood for  a  child  to  throw?    As  the  ye*yps  f^o  by  ho  anoa  the  oldnr  boyB  and 
the  b4g  brother  in  this  throwing  instinct.     ITo,  the  problora  lies  not  in 
gettirur  the  boys  out  on  the  field,  althoiie3i  I  depl  with  this  in  anotlior 
portion  of  the  thesis.  They  will  co'ne  readily  enon^^  r^n  gj.vcn  the 
opportunity  as  is  borne  out  by  the  statistics  of  bojrs  plaj'lng  baeoball. 
Yet  irtien  they  do  come,  is  there  not  a  problem  of  how  to  walce  their  baseball 
experiences  a  part  of  their  lives?  There  lies  the  problon.  '♦How  can  I  mals» 
Tora*s  life  more  active,  more  -worth  living,  a  cleaner,  bettor  life,  a  life 
more  fitted  for  service,  a  training  for  citizenship'^*'    That  is  the  problem 
which  should  be  facing  evei*y  director  of  athletics. 


•n  '     -Wi       • 


e^cf 


•J_'..a."-^i  *#-'    ■•*!»*-'  if^^'-'-'-z 


.<»»-' 


-'t  '31:^-- 


> .  -  ,•   ■-  --♦ 


♦U*     I 


iROfl 


■I.        >• 


'« 


'V,     a..  .-    -   ■(• 


■■-©J&i- 


r«    »..•-.?«"  •••-', 


1?' 


♦., 


-i:   ".r     '  -^     '"-!.>•'. 


All  #    , 


Because  of  the  widespread  interest,  beoaase  of  the  natural  tendencies 
of  boys  to  throw  and  bat,  becaase  of  the  fact  that  baseball  does  not  re- 
qiilre  over-exertion  and  a  severe  training  season,  such  as  football  for 
«HB4ple«  it  is  peouliarly  adapted  to  the  worklne  out  of  this  problem  which 
has  Just  been  mentioned.  The  coach  then  most  realize  Just  libst   he  is  deal- 
ing with  and  keep  this  upperoost  in  his  mind.  It  is  not  the  making  of  a 
OfaaiTipionship  interscholastio  team  that  need  bother  him,  but  the  making  of 
the  lives  of  citizens  more  worth  while  to  the  oonmonlty. 

?/e  may  look  upon  baseball  as  educational  means  from  the  three  common 
standpoints,  (1)  Prom  the  physical,  (2)  From  the  mental  and  (3)  Prom  the 
moral.  In  respect  to  these  baseball  has  an  advantage  over  academic  studies 
for,  at  least,  only  two  standpoints  are  brou^t  forward  in  an  academic 
subject.  I  do  not  v/ish  to  be  understood  as  saying,  however,  that  because 
of  this  fact  academic  studies  are  inferior  or  that  athletics  are  superior 
in  their  training  of  the  capacities.  There  is  really  no  f4ir  coianon  ground 
on  viiich  to  con5>are  the  two,  but  both  are  essential  and  ngr  argument  here 
will  deal  with  athletics  properly  directed  and  partioularli/  with  basoball. 
BASEBALL  AM)  THE  PHYSICAL  BEIHG. 

Until  very  recent  years  mental  education  was  the  only  thing  thought 
necessary.  Education  was  meant  for  a  chosen  few,  was  not  intended  to  pre- 
pare men  for  life  -  was  only  an  intellect*al  and  cultural  training. 

The  Italian  physiologist,  Mosso,  showed  by  an  ingenious  device  that 
yAien  a  person  lying  quite  still  was  required  to  add  a  ooluran  of  figures* 
blood  left  the  extremities  and  flowed  toward  the  brain.  Any  emotional 
state  or  effort  of  thou^t  produces  the  same  result.  This  demonstration 
that  w©"think  to  our  finger's  ends",  suggests  the  importance  of  a  strong 


-<%t  ton  «90ii  lJjftie>c  "    Ji'^'f 


-novo 


T'.t     T7.- 


rMte9l%. 


TO*". oT.v»,   sn.3  ; 


,  liz : 


:>^  3(rK*l   Ttaa*   '^ 


■I'ZI     ',-■  i     ,  ii  ,q-   ,'._.' cr«  • 


■{Xao    ,»)Mi^    te    ,r.v; 


.  .g-  W.-I—  . 


iUa; 


-e^j  ctf  •^-*ifc»icii  iac  'W  e»'9l 


9 


C 


«, 


body  a8  a  proc5)t  support  in  mental  work.  Thinking  is  primarily  a  piiysical 

procosB  and  draws  upon  the  vital  stores  of  every  organ.  The  energy  that 

makes  clear  thinking  possible  depends  largely  upon  the  vigor  of  the  body, 

and  to  the  extent  that  this  fails,  the  brain  functions  suffer.  Therefore, 

any  work  mental  or  physical,  irtll  be  done  better  if  the  body  is  strong.* 

As  we  move  about  in  the  world  it  is  not  great  strength  that  we  wish 

to  acquire  but  agility,  that  capacity  to  make  our  bodies  respond  to  command, 

to  co-ordinate  properly.  Great  strength,  except  in  a  very  few  instsmoes, 

.-day 
is  not  an  everjy  article  of  use,  so  vihy  acquire  it  in  preference  to  the 

ability  to  use  the  body  as  one  wishes.  No  great  strength  is  required  in  the 
playing  of  baseball,  but  other  abilities  far  outweighing  that  seeming  ad- 
vantage are.  One  leams  how  to  control  one's  wei^t  in  e^ery  possible, 
position,  with  feet  on  the  ground,  with  body  on  the  ground  and  in  the  air  '   y 
with  feet  off  the  grotmd.  y 

The  inflelders  most  be  able  to  come  in  at  ttp   speed  after  a  ball,  bfnd 
donn  and  scoop  it  on  the  rtm,  throwing  ftrom  the  same  position.  They  must 

be  at  a  certain  spot  at  a  certain  time  and  have  that  ever  in  mind.  The  samo 

I 
applies  to  almost  any  position.  Players  must  learn  to  leave  their  feet  and  ', 

reach  up  to  get  a  ball  in  the  air,  eomlng  down  in  such  a  position  that     »\ 

throwinK  will  be  possible  and  jrokably  so  that  one  of  their  feet  at  least  i 

will  touch  a  base.  Again,  a  slide  must  be  made.  The  player  most  knoir  how  to  ' 

V 

throw  himself  to  the  ground  in  such  a  manner  that  his  progress  will  not 
be  suddenly  stopped, but  so  that  he  will  continue  to  a  certain  definite  spot 
and  so  that  ,when  that  point  is  reached,  he  may  immediately  regain  his  feet 
without  much  effort  or  strtiggle  should  he  care  to  keep  on  going. 

*  Dr.  J.  H.  McBride  -  Physical  Training  as  Mental  Training. 

gal.  ;.:onthly  1:56-65. 


p^  ]  OS  itta  nl 

Off:  '^»h&      «1        tVfO      i«rf^'  '^^       **^" 


w 


Think  of  the  intrioata  co-ordination  necessary  to  even  throw  a  "ball 
BO  that  the  thrower  will  kno?/  exactly  lAere  it  is  goliig,  and  Sf  the  co- 
ordination at  the  other  end  Tben  a  pair  ef  hands  are  put  out  to  catch  the 
faat-moving  object.  In  catching,  more  often  it  happejis  that  the  catcher 
is  running  at  a  rate  of  between  fifteen  and  twenty  rdles  per  hour  and  th« 

*all  is  traveling  between  forty-five  and  seventy-five  miles  per  hour.  , 

xjpposite  direction. 

sometimes  both  in  the  sarae  direction,  soaetimes  in*be      ..  The  accuracy 
of  Judgment  with  vMch  the  muscles  and  eyes  are  trained  in  this  sport  is 
wonderful  when  one  stops  to  reflect  on  it. 

Again,  the  batter  stands  waiting  for  a  pitched  ball  coming  i>erhapa 
between  sixty  and  seventy-five  miles  an  hour  and  the  eye  is  so  trained  that 
after  it  has  traveled  for  less  than  a  second  he  is  able  to  hit  it.  But  - 
that  is  only  a  circumstance.  St^jpose  the  ball  Then  within  three  feet  of  the 
plate  and  going  at  the  same  rate  of  speed  talkies  a  sudden  Ju^  to  the  aids 
or  down  and  still  the  batter  is  able  to  adjust  his  line  of  vision  and  hit 
It.  Is  more  accurate  work  vdth  the  eye  anyv.here  else  obtainable? 

The  remarkable  power  of  co-ordination  needed  in  playing  baseball  may 
be  ezcellently  illtistrated  by  citing  the  exanple  of  throwing  as  regards 
distances.  To  be  able  to  throw  is  of  aovtrse   essential,  "but  to  be  able  to 
throw  ninety,  one  h-^uidarod  twenty-seven  and  xcp   to  two  htmdred  feot  with 
ease  and  accuracy  are  things  which  really  count.  The  nice  adjustment  in 
these  tlirowB  is  reroarkable.  A  player  must  be  able  to  Judge  distance 
accurately  and,  knowing  the  distance,  must  feel  the  throw  in  Ms  arm,  and 
not  only  arm  alone,  for  to  bo  able  to  throw  distances  with  speed  reqnirei 
that  the  body-weight  be  so  adjusted  that  it  will  be  gotten  into  the  throw. 


aK(i{^  -.tp  c!ic?j'  to  lis- 


nl  i"wx^» 


.VfefflB-^     •> 


.  f   ^- ^    ^ -^..^^    j«     4.^     *i^  i  "    iC 


-•^'i 


ii^^* 


i»&  ,il  ^iA  at 
&<J  -ra  f**V  •3»'*f  -*  '*-f^  f^Atfe'  i,i.td  «.-\ 


iif    ,-v*'^-- 


,r  » v-  '■•  -#^ 


7V'*-**- 


.?»0K2!.-tui*     i."t   iw 


.  r*rfie     X' 


11 


This  1b  true  of  all  positions  and  players.  EgT>ecially  profoaslonal  players 
hare  fotmd  that  if  the  boay-irelght  Is  not  rl^tly  ad^lnsted,  the  throwing 
arm  soon  iwctrs  out  on  account  of  the  great  strain  placed  upon  the  arui  In 
speedy  thrors  or  in  long  distance  throws,  as  from  an  outfielder  to  the 
plate*  The  pitchert  on  accoimt  of  the  strain  on  the  throwinp;  arm,  will,  If 
properly  coached,  learn  how  to  use  other  mascles,  muscles  of  the  "baclt  and 
chest  hesldes  those  of  the  leg.  Pitchers  t*o  get  their  wei^t  fcnto  the 
throw  properly  strain  the  rauscles  of  the  arm  very  little.  After  showing 
players  how  to  throw  with  their  bodies,  so  to  speak,  I  haTe  had.  many  come 
to  me  the  next  day  and  say  that  the  moaclee  of  their  hack  were  sore  - 
meaniTig  technically  the  trapezius,  the  latisslnus  dorsi  and  the  infrar-splnatus. 
They  did  not  know  that  they  had  usod  these  musclen  in  throwingt  and  won- 
dered at  the  cause  of  their  soreness.  But  besides  these  someTflist  finer 
adjustrnents  there  is  the  larger,  general  reaction  that  is  obtained  throu^ 
the  uso  of  the  large  nMscle  groups  in  running,  starting,  stopping,  bending, 
turning  and  the  like. 

In  order  for  a  sport  to  be  exceedingly  beneficial  ph^/sically  it  mast 
BUke  use  of  sll   the  large  muscle  groups  of  the  body  and  it  would  be  well 
perhaps  to  give  a  chart  showing  these  groups  and  also  showing  vSnat  phases 
or  aspects  of  baseball  make  use  of  these  rrnxscles.  If  it  is  found  upon 
wwination  that  these  groups  are  worked  with  reference  to  the  agile  hand- 
ling of  ones  body,  then  baseball  way  be  Judged  to  be  a  game  exceedingly 
worth  T*ile  from  the  physical  standpoint. 


--SO"  **a   • 


-VfitTiO^  ,3Pri<?' 


x: 


■'•i    ii(.: 


-'f 


* 


12 


CHAET  SHOWIHG  THE  LABGE  MUSCLE  GROUTS  WORKED  IN  BASEBALL  USD  THE  PHASE  OP 

BASEBALL  GIYIITG  THESE  ACTIOllS. 
Lar^e  Ifoscle  Grottps      Phase  of  Baseball  Tislnj::  theae  Kroupe« 

Throwing,  catching,  hatting,  rurming. 


Flexors  of  the  fore-arm. 
Extensors  of  the  fore-arm. 

Ifosoles  of  the  hand* 

Uoscles  of  the  shoulder 
and  chest. 

KoiOleB  of  the  upper  hack. 

l!asoles  of  the  teclc. 

Htiscles  of  the  lower  ha(&. 

Hasoles  of  respiration. 
Abdondnal  mosoles. 


Throwing,  catching,  hatting,  running,  tagging 
runner. 

Fingering  ball  to  throw  and  catch;  gripping 
the  ball»  gripping:  the  bat. 

Arm  action  in  throwing,  catching,  running  and 
batting. 

Running,  throvrtLn<fr,  batting,  stretching  with 
arms  for  balls  not  within  easy  roach. 

Bending  forward  to  get  ground  ball  or  look- 
ing up  to  catch  ball. 

Bending  forward,  backvwLrd  and  sideward  to 
reach  balls  thrown  or  batted  on  the  ground. 

Rmining,  etc. 

ruming,  bending,  uprii^ting  oneself,  etc. 


Hoscles  of  buttocks  and  loin.  Act  in  con^xmction  with  the  legs  in  running, 

bending,  shifting  wei^t,  etc. 


Muscles  of  thigh. 

Jtusoles  of  the  leg. 
MMcles  of  the  foot. 


KunnlnL',  stopping  suddenly,  weight  control, 
stretching,  etc. 

Saise  as  above,  shifting. 

Running,  weight  control,  starting,  stopping, 
shifting. 


I  have  noticed  a  tendency  on  the  part  of  baseball  players  to  main- 
tain a  sort  of  a  slouch  position  on  the  field  and  attribute  this  to  the 
position  they  take  with  liands  on  knees  'rtxen  on  the  field.  I  feel  that  while 
it  would  be  serious  if  persisted  in,  yet  if  the  director  is  watchful,  he 

maor  niake  suggestions  ^ich  will  eliminate  carrying  the  slouch  position  at 


.AlSOi*   r 


f    .      i'.  _.. .   f .. . 


ru.--  ;«"      -  -■'    ' '''   .■*i''^f 


^rJd   >n    S!,fifs#-."r 


ftf- 


-U    .ri    .-, 


■!0  2.^-1 


r^i    i'.'     --^i^-i. 


m^tmiemftQ 


fi  f  I  :    r-  ■    fi 


13 


least  farther  than  the  haseball  field* 

Baseball  is  a  game  in  v4iidh  one  is  not  in  action  all  the  time  and  it 
is  necessary  that  the  "boys  be  mrged  to  cool  off  only  when  wearing  aonie 
extra  Jersey  or  sweater*  Bare  arrns  are  not  desirable  on  the  baseball 
field  for  the  reason  that  the  arm  is  one  of  the  vital  parts  in  the  play- 
ing of  the  game.  The  arms  should  be  folly  protected  by  woolen  shirts  or 
Jerseys.  These  physical  drav?bac]CB  should  be  looked  after  properly  and  no 

harm  -will  result.  Otherwise,  the  slouch  position  may  beccmie  habitual  or 

masole  stiffliess 
a  serioufi      "Jontracted  in  the  arns.  It  is  best  to  keep  the  boys  busy  at 

aorae  work  all  the  tiine.  Let  •»H0  IBLE  MDMEHTS"  be  yoiir  motto. 

THE  MSaCAL  SIDB  OF  BA3EBALL. 

At  the  outset  let  us  ask  ourselves  sorao  questions.  Is  baseball  of 
any  advantage  mentally?  Is  there  any  training  of  the  mind  in  baseball  ? 
Is  there  any  mental  training  in  the  actual  playing  of  the  gasie? 

One  of  the  best  kaaown  methods  of  mental  training  comes  in  the  form  of 
the  solving  of  problems  and  difficult  situations,  in  being  able  to  adapt 
oneself  readily  to  conditions,  in  being  able  to  grasp  situations  and  taJce 
Imnediate  advantage  of  them*  Thez>e  is  a  tendency  on  the  part  of  some  of 
our  present-day  thinkers  to  argue  that  thinking  of  this  type,  namely  that 
used  in  the  playing  of  athletic  games,  will  not  fit  boys  for  the  thinking 
that  is  required  in  the  more  serious  problems  of  life.  Dewey  has  shown 
conclusively,  I  believe,  that  the  type  of  thinking  renuired  in  one   thing 
does  not  necessarily  aid  in  any  other  activity.  That  does  not  detract, 
however,  from  the  fact  that  good,  clear-cut  thinking  of  any  sort  is  of 


tl 


*1       '-E     3f    ■"      OiiJ     lis 


.■■■:  til  imo  i'^i 

no  Xooc  o* 

.  A »,'.,•.;: :i.,4fj  xofi  ••»»  era-- 
to 


4         ',  '  *» 


ii;f8  ftlcar's: 


>'; 


oJvo  •(»  fA 


^•U      --,      »: 


?j  jLuor/Mi  --ai 


■|h*w'i  lit 


•U-. 


14 


great  value  to  the  individxial  in  v&atever  direction  the  trend  of  thoo^t  llesi 

Innumerable  exainplea  may  be  cited  in  baseball  to  show  rtiat  difficult 
situations  arise  that  require  iranodiate  dispat(fli,  and  I  wish  to  take  tine 
here  to  call  to  mind  some  of  thorn.  Tindre   is  no  question  in  cy  nind,  fran 
my  close  association  with  the  gawe  both  as  a  player  and  as  a  coach  and 
teacher*  but  that  a  hi^ily  developed  brain  mechanisai  fca*  quick  thinldng 
In  baseball  is  established.  V.hether  or  not  this  actiUilly  aids  the  IndlTidual 
in  the  business  of  lifet  I  cannot  say,  as  the  imterial  for  such  a  statement 
Is  not  at  hand.  It  is  certain,  hoY«3ver,  that  there  Is  a  growth  in  thinlclng 
power  on  the  diamond,  for  I  have  seen  it  tine  and  a^ain.  Boys  have  come  out 
^0  were  slow  thinkers  and  have  developed  In  thslr  thinldng  po^wer  verj' 
materially  -  at  least  have  shortened  up  the  time  it  talnes  for  their  brains 
to  function  normally.  I  liave  also  noticed  that  the  boys  tSio  are  qiiiok 
thinl^ers  in  baseball  are  rs^id  calculators  in  their  academic  work,  but  here 
again  there  is  nothing  proved  particularly  outsitle  of  the  fact  that  there  is 
some  rapid-fire  ^7ork  for  the  brain  in  the  playing  of  baseball. 

Consider  for  a  moment  the  situation  ■rtilch  confronts  a  batter  as  he 
steps  up  to  the  plate.  Every  incentive  that  can  awakan  the  Intellect  is 
acting  upon  him.  lie  feels  that  he  represents  his  team  and  his  school.  Let 
Mm  make  a  good  hit  and  he  vdns  applause;  but  let  him  fail  and  he  is  re- 
proached by  himself.  If  not  by  his  teaia  mates.  DtappoBO  there  Is  a  rtmner  on 
second  base,  two  out  and  one  run  needed  to  win  the  gojao©.  There  is  a  great 
Height  of  responsibility  on  the  batter's  sJioulders.  If  he  becomes  nervous 
OP  over-anxious  to  hit,  there  will  be  a  greater  chance  of  his  striking  outj 
but,  if  he  can  remain  cool  and  collected,  he  lias  a  hotter  chance  of  hitting 


CI 


ilfroccU 


>  ento$  iw.1 


-■SMt 


I  .?'/s»_'     •  ''l- 


1*/.  t«»«»  t«i«  ost 


trtr- 


-«    L'i     3- 


tMii 


130 


-    i   ;;i   or"  ' 


j:A&X:*o.,S» 


.4Ji';--- 


-.•JlCV,      .J/firf       -XyL' 


•0 

j4  tjp  B<;-j/s 


Ife 


safely  or  of  naMng  the  pitcher  nervouB  and  of  getting  a  "base.on-'ballt. 
How  his  previous  training  ahoira  xq).  If  he  is  cool,  he  has  heen  trained  to 
meet  this  particular  aitxiation,  he  has  "been  given  great  responsihility 
before  and  knows  vstiat  it  is;  if  he  is  nervous  and  excited  and  strikes  at 
T»ide  "balls,  his  training  has  teen  neglected  and  he  is  lost  heforo  he  ever 
steps  up  to  the  plate.  It  is  not  the  winning  of  this  particular  hall  gsfne 
that  we  care  so  much  about,  hut  it  is  the  fact  that  this  hoy  can  face 
situations  under  stress  and  be  cool  and  collected,  and  size  up  the  situation* 
He  may  not  win  the  game  even  with  all  his  composure.  His  hit  may  be  strai^t 
into  a  fielder *s  hands  and  Btay  be  an  easy  out  for  some  one  on  the  defense, 
but,  if  he  is  at  his  best  and  has  put  his  best  efforts  into  his  hit,  then 
m  will  feel  satisfied  at  the  result. 

There  nay  be  three  men  on  bases  and  nobody  out,  and  the  score  tied 
or  one  ran  needed  to  tie,  or  some  such  situation.  The  ball  Is  hit  to  the 
shortstop.  It  is  a  sharp  grounder  and  his  moohanical  ability  enables  him 
to  stop  and  pick  up  the  ball  with  accuracy.  There  are  five  situations  con^ 
fronting  him  then:- 

(1)  He  xony  throw  to  homo  plate  If  the  runner  from  third  baso  can  still 
be  caaghLt. 

(2)  He  may  thro-v.  to  second  too   a  double  play,  if  he  thitflcs  that  the  run 
at  the  plate  cannot  be  cut  off,  and  If  ho  sees  that  the  second  baseman  is 
covering  the  base. 

(3)  There  may  be  a  possibility  of  touching  the  runner  frota  second  to 
third  before  •Ither  of  these  plays  are  started. 

(4)  Possibly  there  is  a  chance  of  throwing  to  third  and  getting  the 
rtumer  there  in  time  tor  the  third  baseman  to  relay  to  home  and  catch  the 


-rf»XfJ>* 


:.     't£L.j    ."i--'  I  '» 


,  if. 


r,\' 


i  ■   '\    •    •♦r!  ■:£':•>" 


16 


man  at  the  plate* 

(6)  Or  ttie  rannora  may  all  "be  advanced  to  sncih  an  extent  that  the  only 
rrmner  that  can  be  caught  is  at  first  base. 

In  other  words,  the  shortstop  must  consider  these  five  possiVllitles 
before  him  as  i»ll  as  taJce  Into  consideration  his  arm.  position  and  the 
position  of  all  the  ^la^ro,   and  mafcs  his  decision  accordingly  in  a  fraction 
of  a  secont* 

So  on  thr output  tlie  game,  thero  are  nearly  always  foxir  or  five  possib- 
ilities of  aotimi  for  the  player,  and  he  moat  make  a  decislo;!  In  a  araall 
iSraction  of  a  second,  probably  vfliilo  ho  is  In  the  act  of  picMng  trp  the 
»all,  if  he  is  to  be  considered  a  reiJ.ly  first  rate  player.  One  glance  at 
^the  field  is  all  that  is  nocessai-y  for  tho  boy  to  rnalOB  up  his  mind  v4iere 
the  possibilities  lie,  and  thon»  if  he  docidos  va'oncly,  he  nins  the  risk 
of  being  set  down  as  a  secoud-rator  or  a  slew  thinloBr.  Bvery^Jhere  there  is 
reqtiired  of  the  boy  not  only  expert  neohnnical  ahility,  but  cotirage,  con- 
centration, alertness,  skill  and  self-control. 

The  ability  to  solve  problems  comes  to  tlie  team  aa  a  ^ole  in  the  stncly 
of  the  opposition.  The  defensive  team  must  contitiaallj'-  try  to  fathom  the 
offense  and  vioe-vorsa.  If,  for  exaiople,  the  defense  thihlsB  that  the  of- 
fense is  going  to  try  the  famous  "»quooze  play",  then  thoy  mast  play  ac- 
cordingly, each  man  of  tlie  infield  having  spooific  duties  to  per-orm  and 
the  pitdi®r,  thirl  and  first  bswerr^en  coming  in  to  a  focus  approxlinately 
Tfeere  they  e:q>eot  the   bail    to  be  Mt.  Or  the  pit<*.er  aiay  tlnrow  a 
waste  ball  and  attempt  to  catch  the  runner  betv/eon  third  and  home.  On  the 
other  hand,  the  opposition  will  atten^jt  to  fool  the  defense  by  making  it 
appear  that  tho  play  is  t^oiiig  to  bo  attempted  on  each  pitched  ball,  and  as 


,"^11  VV'TIS    ^   *«■> 


-tlisi^Vi  etll  fo 


o<7  »i  an  ti  «i-..^.- 


>•-"-■=  .    j.-"J3k'-'   0 


i    •- . 


'rfTi 


-10  a&f  4« 


17 


a  result  soon  hAve  the  pitcher  in  the  "hole". 

On  a  aacrlfloe-bunt  it  is  often  the  plan  for  the  fefense  to  "laT"  for 
the  laan  going  to  second  "by  having  the  pitcher  put  the  hall  directly  over 
the  plate  and  play  accordingly,  so  that  the  hall  ■prlUcome  directly  to  ana 
of  the  infielders  or  the  pitcher.  The  ooaohera  on  the  sidelines  are  the  ones 
of  the  offensive  side  "Bho  should  try  to  fathom  -nhat  the  defensivo  side  la 
attempting  to  do  In  the  way  of  trapping  the  rtnmer.  In  short.  It  la  oft©« 
a  good  plan  for  the  defense  to  jrive  the  offense  just  the  opening  they  are 
looldng  for  and  fi^ore  that  the  offense  will  accept  It.  Then  concentrate 
everything  on  that  play  and  •♦nail"  the  offense  in  the  act  hoforo  the  play 
has  heen  comploted. 

In  haseball,  as  in  ms-ny  other  forms  of  athle*^ics,  tho  facnlt:/  of 
memory  is  constantly  needed.  To  hesin  vrith,  the  roles  of  hasehall  are  so 
conpllcated  that  they  require  the  most  intricate  study  and  •Pe  then  not  en— 
tiraly  -^8't'6^Q*t  ^or  sltuationg  arise  alrfwet  ovei*jr  season  that  require  new 
Interpretation  in  some  phase.  One  cannot  he  too  fajnlllAr  'vi.th  the  rules  of 

1 

any  sport  and  especially  of  haseball-  Often  a  rwns  hineos  on  the  inter- 
pretation of  some  rule.  This  mepns  that  the  teacher  or  director  naist  "be  so 
familiar  wi.th  the  rules  ths.t  he  may  he  considered  the  source  "firofa  vihom  all 
blessinps  flow".  There  is  disciplinary  value  in  makine  hoys  live  up  to,  th« 
spirit  of  the  rtiles,  and  for  this  reason  apsiin  the  director  nust  he  familiar 
with  them.  Tho  rules  of  basohall  Pre  of  just  as  irac-h  iBxportanoe  in  iiie 
playinp;  of  the  nam©  as  those  of  grammar  are  to  a  atndy  of  the  Englifih  lan?- 
goage.  Unless  one  knows  all  the  rules  thorouf^ily,  t])ere  will  oojne  a  time 
iftien  grave  mistalceB  will  he  made. 

Every  team,  in  order  to  acquire  team  worlc*     the  closest  co-operation 


f;  £.>:'■ 


Z^fC    vi,—  ^•viD    -^.■ 


•iR    .>. 


C  3'  -  . 


afjif  o-> 


i-j 


♦  .-•.      — ,'t*    '.r'^-'3-5      .-'j 


A-.: 


-•   -     ■=■..—  : 


— tto  Jon  a»r  ■ 


'«■(      t,--''  ■    -i-iji^  •  : 


-i^^     th 


Xl^tiS 


."    ffO/'C      .  '■l:'S>-3^-^\'    Iri 


"f 
% 


, 'U-    ►'■ 


'jTaS>/< 


H«  ni  ea.J'^'f     • 'W3X2-    -     f^-^^M 


"...    -josic  «  or   en'.   r«.-.:.:'T.-  1'       "    ■ 


ec^'iv 


18 


■between  the  players,  must  have  a  set  of  signals  "by  which  Its  nwnbers  let 
each      other     icnow  what  is  to  he  attenipted.  One  woiild  ordinarily  think 
that  Tdth  only  two  or  three  or  posslhly  a  half-dozen  signals  a  team  would 
neTsr  make  mistakes  in  giving  them  or  iLterpretine  them,  hut  let  rae  assure 
you  that  such  is  not  the  case,  and  that  the  power  of  memory  la  very  ftnila- 
mental  In  carrj'lng  out  this  bit  of  detail,  ''.any  a  boy  has  found  that  he 
has  forgotten  to  let  the  base-runner  Isnffv  wiat  ^w»  to  be  attempted,  that  la 
what  he  was  expecting  to  do,  and  many  a  base-runner  has  forgotten  to  look 
to  the  batter  when  a  crueial  moment  v/as  at  hand.  "I  didn't  thiiik  to  look" 
or  "I  couldn't  see  him  give  the  signal"  are  i>oor  eircuses  to  the  rest  of 
the  team  when  victory  is  turaod  into  defeat  hy  a  piece  of  pure"l)One- 
headodnoss". 

Often  you  will  sea  sorne  boy  sot  cau^t  off  a  base  by  the  "hidden-ball" 
trick  ishen  ho  didn't  know  ^o  had  the  ball  or  ifrtxon  he  thoxi^it  it  msls  in  the 
pitc?aor*3  hands.  And  hcven't  you  soon  a  bey  *nany  times  jraca  around  fi-oin 
first  base  to  third  on  an  outfield  fly  and  then  suddenly  remember  that  there 
was  only  one  out  instead  of  two?     Dozens  of  tiroes  during  a  season  boya  on 
a  toon  will  race  aroamd  the  diamond  on  a  long  hit  and  forget  to  touch 
some  base*  and  then  later  be  called  out  for  their  poor  n»eiaory.  Again, 
several  tines  durlTig  the  season,  the  Inflold  fly  play  coznos  t^  bringing 
out  faulty  meraory.  /aid  always  there  is  sane  hoy  on  third  uase  on  an  out- 
field fly  and  ono  out,  -vfao  gets  half  way  hotae  before  the  fly  is  caught 
and  anddonly  renerabers  that  ho  should  have  hold  hi 3  base  and  should  have 
come  in  Trlth  the  catch.  But  it  is  toe  late  then;  the  fly  is  cauiJit  and 
ho  inast  hurry  to  get  hack  to  third  or  there  will  ho  a  double  play  ^^&re 


,»-'-«   -.r: 


*X. 


■ts>if     ,  < 


i>*.    ^'>i 


9JSK 


--■».         rf    ^    3    9 


-«co«/  ^-IS^  'tfl   .c. 


v; 


rA*  al  vscsJoi.      j-^s;  JseiJ 


•T  p  "^     '— - 


Li«T    /»f_fOr 


>£.   /IC 


i  -W*" 


»Xf> 


■i^iT^:; 


f  -oe*I 


I?  int 


_:.»!.«    ^ 


Vitf.    .        .      J  J 


If 


there  should  have  l)een  an  earned  rxm» 

On  Monday*  after  the  talk  about  the  ganra  played  on  the  previous 
Saturday,  all  tho  boys  resolve  that  they  will  remember  vfcat  the  ooadh 
has  said  about  v;hat  they  should  do  tmder  certain  circtmistanoes,  and  are 
Giirttdn  that  tliey  cannot  forget  on  account  of  the  fact  that  they  "worlrad 
on  this  particular  play  in  the  field  several  tizoes*  But  there  is  the  same 
atory  for  aojoebody  else  at  the  following  Monday  afternoon  talk.  The  boy 
vzho  gets  aJiead  fast  in  athletics  or  the  game  of  life  is  the  one  inho  only 
Las  to  be  told  once  about  a  thing. 

MOHAL  VALUES  TO  BE  GAIHBJ  IH  THE  PLAYISG  OF  BA3EBAIJ.. 

The  foregoing  illustrations  have  been  sufficient,  I  believe,  to  show 
that  there  are  groat  possibilities  for  traininf  the  mind  to  rapid  and  accur- 
ate thinking  in  baseball,  but  vtist   of  the  ncral  sidfi?  Are  there  possibilities 
of  inculcating  principles  through  this  gcmc  vhich  t-III  be  of  value  in 
training  for  citizenship  ?  Oan  lessons  be  tatif^t  that  ^11  bring  hone 
clearly  to  the  youth  the  ideas  of  honesty,  oour.-^go,  self-restrnir.t  aaid 
self-subordination,  determination  and  perseverance  thjit  will  be  of  lasting 
benefit  to  him?  This  part  of  the  program  is  strictly  up  to  the  teacher,  tho 
coach,  and  ho  should  be  placed  on  the  sPine  bftain  as  any  other  teacher,  r'here 
should  be  ao  toleration  of  the  itinerant  coach,  the  07ie  ?3ho  Is  liorc  for  a 
seaaou  and  gone  in  a  few  months.  V^l^?  Because  of  the  CP^v.t   resiiorjslbility 
which  rests  on  him  in  the  matter  of  inculcating  th<?  correct  id©?.3  into 
boys  on  the  athletic  field.  "No  other  educational  official  cor^gs  in  such 
close  and  intimate  contact  vrlth   the  boy  during  the  most  impress lonabls 
period  of  his  life.  Ho  other  teacher  has  his  opportunity  to  Ioiok  the  boy 


?! 


a^^Cfl 


X1A4 


01    Mi 

•-»-      .-  .r-i    ^0    --     -     t i'' i.-".  ia 


as  he  act-oally  is  -  tor   the  real  self  is  exliibited  in  the  abandon  of  the 
game.  Impulses  of  generosity  or  meaness,  honesty  or  trickery,  the  ability 
to  stand  pnniahrient  or  the  tendency  to  quit  under  fire,  spring  out  and 
control  action  in  ways  that  are  alraost  startling  in  their  revelation  of 
character".*   •*  In  the   excitement  of  the  contest  boys  act  as  they  really 
are  and  not  as  they  assuine  to  be.  The   athletic  field  is  the  great  consnon 
ground  Khere  every  man  proves  his  merit  or  worthlessness.  It  is  the  final 
analysis  of  character  and  he  succeeds  or  falls  because  of  i*iat  he  really 
is".*  "It  Is  in  thla  field  of  the  utjnost  practical  importance  that  the 
coadi  vorka.  ITie  man  Tfflth  low  standards  has  the  opportuntjfcy  to  teach  how  to 
er^AB  rules*  how  to  play  dirty,  etc.  for  the  pun^ose  of  winning  the  game 
and  settln?:  the  reputation  of  being  a  successful  coach".* 

In  general  then  we  nrast  look  to  the  leader  to  guide  matters  in  such 
a  ira^  as  to  brlnpr  out  the  most  potent  character-building  qtialities.  To 
begin  with,  the  coach  has  the  power  In  his  own  hands  and  can  use  his 
authority  in  directing  the  team  so  that  all  the  boys  will  look  to  hira 
before  attempting  airy  play  on  the  field.  From  one  point  of  view  possibly 
this  is  a  good  thing,  for  It  gives  the  boys  the  Idea  of  discipline  and 
enables  the  leader,  ti*io  has  had  the  broader  e3cr>erience ,  to  ^olly  direct 
the  play  and  give  timely  advice  v*iere  the  ideas  of  the  player,  if  carried 
out,  nlffit  result  in  failure. 

However  let  us  stop  to  consider  the  consequences  of  such  action.  It 
has  disclplinasry  value  to  be  sure.  It  gets  the  boys  into  the  habit  of 
looking  to  their  strperiors  for  orders  before  attempting  work,  but  it  takes 

all  the  power  of  initiative  of  the  Individxial.  The  player  will  no 


doubt  contlnDft  to  perform  his  mechanical  ditties  in  the  customary  manner, 
♦The  Sducatlonal  Value  of  A  thlatioa  in  Schools  and  CollogGs. 


•.*\rrf^r 


v^-JiitU.  -:-  ,••> 


■-'■■-  'ii?^t 

.+  Pi 


t^   -♦.-. 


*«<.? 


u^: 


"tt^' 


i.rr     1     ifs.-' 


*?     "■'.TT' 


-tf>    «*:(    nl 


•;:I..   03    .-^  3- 


fi»-i£ 


f.f     0-' 


ft/ft  $i«xis  •^i  *w^  • 


.«-•    .v.«-'A- 


•■TijiJ*5  n? 


T,<r.      *fj-     .^rtf     T 


't       Tj?     ^i-T?* 


a 


Irat  in  tJso  gaaue  of  l)asoT>all  ao  maoh  depsods  upon  laoansataarj  solving  of 
sitxtRtione  that  the  player  haa  not  tine  to  look  to  t}iO  benob  for  orders. 
The  boy,  being  actually  oncaead  In  tjio  play*  haa  liinan»rabl©  opportttnitioa 
to  Rtteir^t  thingB  on  the  siror  of  thy  nror^'ont  vfcich  could  not  be  trsjMinitted 
from  tho  bench  fast  enough  to  be  of  any  value,  aud  honco  the  3iL"niflcanco 
of  fjettinf?  tho  players  to  rely  on  their  own  brain  power.  For  exaog>l©, 
■with  a  wsn  on  first  base,  nobody  oat  and  tlio  score  close,   uhe  ordinary 
play  is  to  ■wait  foi'  a  sfiorlfloe.  But  suippose  the  pitchier, catcher  or  baso- 
nan  nnkoe  a  slip  and  rIvos  the  r'.trmor  an  openini;  to  steal.  The  boy,  luider 
strict  ordore  from  the  berdh,  will  be  afraid  to  take  advantatje  of  the 
opening,  rSiilo  tho  same  boy,  if  £,lvon  frea  reiipi  and  foolin&  that  ho  is 
ro?poti3iblc  for  hia  actions,  v.lll  be  wide  stroske  and  on  his  toes  all  the 
time  pjod  be  ready  to  t:?lce  advantaj^o  of  eveiy  aliir*  5?he  result  %vill  be  a 
clean  steal,  brlrsiug  the  b^ise-nmnor  "Rlthin  soorinjj  dlatanco  and  putting 
the  defonslTG  team  in  the  "hole".  I  have  always  found  that  a  player  taugjit 
to  rely  on  hia  own  TTlts  iilll  Invariably  ipraap  an  opportoailiy  \»iiere  another 
will  fall.  On©  can  readily  dstonijlne  by  a  cl^noe  on  tho  Hold  ^Ich    teaa 
is  relyin,-;  M*iolly  on  tlie  coaeli  and  T&.l.-ih  la  tau£^t  to  use  its  iniiiatlTe. 

Let  wB  dto  anotJxar  exanple,  this  tisae  of  players  on  the  defeuai'/e. 
The  baaoo  are  fall  Tltfc  only  cno  o^jrt  ~  a  vary  dangerous  situatioju  with  a 
close  «core.  "he  eatohei*  oeca  t]i£it  tho  nmncir  ou  Bccond  is  piaying  too  far 
off  his  ba«e,  slcnals  for  a  pitcfc-out  ami  tlu'owa  to  seooad  catchinc  the 
ronrer  flr.t-footod.  A  rather  dancorous  pl£^«  I  will  adruit,  but  worth 
trying  if  the  defensive  tenn  is  tau£?it  to  rely  ou  Ita  ov.'n  resources.  The 
catcher  is  loo^ng  for  Just  such  opportunll^lou,  has  tried  Liifcii  before  and 
does  not  feel  haaxtpered  by  waiting  for  ordara  fi^oja  the  coach. 


'  Ic  ■ '   ^'  J  \.  ri    ; 


t^  1^1 


*{ti  iSs  nmn-r  *. 


i— -  "— « 


-<**■■ 


rr^: 


ic-i  '.-i-L.   -•»" 


•Vi^      iC ! 


hBm 


-     '    ■    \Z1    .ft 


:\    ~    il-OiiC        i-'O    cC^i^    i-^'*^ 


46 


With  this  whole  matter  of  initiative  goes  the  natter  of  Judgment. 
The  Taluo  of  initiative  is  practically  worthless  if  judgment  has  not  been 
developed.  The  ooach  naist  hegin  earlj'  •with  the  developing  of  these  qualities. 
He  most  give  the  boys  his  experience  ac  to  vftist  types  of  plays  to  try  in 
certain  situations,  inast  have  the  boya  work  in  practice  on  the  developing 
of  these  plays  and  mast  generally  inipress  the  boys  with  the  fact  that  they 
are  playing  the  game  and  nost  not  depend  upon  him. 

It  is  not  ray  intention  in  the  foregoinT  discussion  of  initiative  and 
^d^usst,  to  point  otTt  that  the  ooach  should  give  no  advice  whatsoover 
during  the  progress  of  the  game,  that  is  a  practice  ^me.  Advice  crm  •well 
be  given  of  such  a  nature  as  to  uiBikB   the  plnyer  feel  that  ultimately  h» 
nrttst  do  his  own  thinking.  Hise  your  head" ,  is  good  advice  to  a  player 
going  up  to  the  bat  at  most  any  stage  of  the  garne.  The  plj^r  irfTTor^lately 
thinks,  "V,hat  havo  I  been  taught  to  do  tinder  Bimilar  circnmstaTHSes". 
"Alright,  now  I»ll  try  that,  and  then  if  It  falls,  1*11  see  -^Siat  else  can 
be  done  to  help  things  along."  His  first  attoiiint  fallg,  and  ther  on  his 
own  Initiative  he  tries  somethinr:  elso  and  oorapletel^r  orttgoessos  his 
opponents.  Signals  fro*a  the  bench  wotild  bo  too  ccunpllcated  to  trancmit 
everythinc  that  could  cane  up,  but  the  best  sitTials  Pj-e  those  that  th« 
boy  sees  on  the  field  befoiro  hlin  -  a  defensive  team  expecting  one  thing  and 
an  opport'cmity  of  making  another  play  successfully. 

The  gan»  of  baseball  is  of  such  a  nature  that  besides  Individual 
initiative  and  Judgment  there  moat  be  a  si^lrlt  of  snlf-snbordi^jatioE,  a 
spirit  of  oo-operation  anong  mombers  of  the  team,  in  short,  a  term  spirit 
most  prevail,  if  the  team  is  to  work  as  a  unit  and  accoTpllsh  results.  V.hen 
the  time  ooraos  for  a  sacrifice  play,  the  player  at  bat  rmict  think  cf  his 


r. 


.aid    roiir  btr^iob  tna  ititSM 


:»    aJ. 


. ;   .,    ,  -    .  .v^-^ 


^t  -.» 


Of' 


iJ 


•':>  Sfi^i*  >i:r-?  -' 


''  ftlK 


J-J. 


5t?    '»«i'£it 


«r.  rat 


Icde: 


.r-f  '•-.1    r-^    n'  ..V-  XmfS    r  ".    t3    ^-'-sl/-.* 


28 


teaa-mate  on  first  or  third  base  and  not  of  himself.  His  own  particular 
interests  should  be  given  no  consideration  at  such  times.  He  lays  down  his 
life  en  the  "baaes  for  the  sake  of  his  fellows,  his  team,  his  school.  So 
too  ^th  the  player  at  hat  and  raen  on  hases  at  any  stage  of  the  same.  The 
hatter  siast  always  keep  in  mind  how  hest  he  can  sidvance  his  team-mate  and 
score  a  run,  rather  than  how  he  may  he  ahle  to  get  on  base  himself*  The 
selfish  spirit  of  •♦every  man  for  himself"  has  always  heen  the  undoin;;^  of  team 
work. 

In  defense,  the  workin?r  to-gether  of  the  team  is  t.  matter  of  prime 
imtiortance.  Every  player  must  knov  his  duty  and  v.hat  is  expected  of  him  in 
•very  play,  and  then,  knowing  it,  cairry  out  his  part  of  the  plan  regardless 
of  Tiiat  other  players  do.  Many  teams  with  good  individual  players  havo 
failed  because  there  was  too  much  of  the  spirit  of  "every  nan  for  himsolf". 
Each  player  was  tryin?  for  the  glory  and  as  a  consequence  the  team  failed. 

The  ooatfh  or  leader*  in  this  regard,  has  a  wonderful  opportunity 
offored  him  to  prepare  boys  fbr  life,  for  citiaenshlp.  Citizenship  and 
OCBaaanlty  life  faply  the  closest  eo-opera1;ion  between  individuals,  and  the 
younger  this  close  co-operation  is  started,  the  better  for  all  concerned. 
In  baseball  as  in  no  other  same,  the  individual  prowess  will  always  be 
brought  to  the  front  if  great  car©  is  not  taken.  At  the  outset  then,  let 
the  coach  beiware,  for  individualism  once  started  will  bo  hard  to  put  in  the 
background.  The  star  player  is  usually  the  offender  and  onco  he  sees  tfliy  he 
la  ruining  the  team's  chances,  then  the  others  vdll  fall  in  lino.  Star 
pla3»ers  are  often  the  undolnr-  of  team  work  and  it  ^vill  be  no  easy  task  to 
quell  thia  spirit  of  displaying  indivians.l  prowess.  But  cruell  it  at  the  risk 


■  7jr:  'ce 


nffi   .1  i*    ««i    m-Qc'li/  '  ^"^Vi   '^ 


-  ->  f     ;  Wncw 


"WIV* 


ai 


ni  aif 


d  lit  ■   "^  a.j.r:': 


of  losinii  the  star,  for  thoro  are  elrJtt  otmHrrplMfai  ■  on  the  team  to  pre- 
pare for  life. 

?/hfin  ths  te«n  has  acttmlly  'benn  Inlmod  with  ♦iha  tear:  spirit,  tliere 
creoya  in  another  vor^  trportr-nt  oloment,  iiar«ly,  the  spirit  of  syt^^atliatio 
oomrf.doflliip  and  ciutyal  helpftilnege.  SelfiahnOBS  is  c-ntlrcly  eliailMflted.  Tlio     , 
hoyn  Bre  •worMnf:  to-cother  for  a  oonBnon  o«nBO  and  anythlriG  tii8.t  can  hif:  done 
to  help  the  other  fellow  and  otronrrtho;!  his  jCsJitlor.  \7ill  help  the  teaia. 
It  Is  ©acy  tn  nnke  tho  hoyn  see  this  and  not  hp,rd  to  get  everyone  into  the 
habit  of  encc-  "  the  other  fellor.  Tlien  one  T.ie3r.l>or  of  the  toaia  aewma 

to  have  V-  bad  dsy  jvrd  is  arirnrentl:,'  plnyin^j:  poorly,  do  t'  c  other  rneaibei's  of 
the  teaji  chido  him  for  his  poor  plaj-lntij?  Kc,  oTeryone  encovo-agcs  Idm  T*dth. 
a  ohoerinf  -word,  a  vord.  of  helpf'-ilnoss.  Hov'  ;:isny  timoa  have  you  hoard  theo© 
words  cf  eT50oitr.i3e:t2nt  on  tie  disjnond?    ♦Tever  raiuJ  tliat  "i>oy,  \se*ll  gijl  'em 
neart  tiTt«",  or  "that-n-hoy,  keep  ri.^t  after  *eK",  or  ••■work  hfarO.,  Frank  1}<^, 
let's  Eo  rs.fter  *em".  Very  often  it  hcrpo^s  thjit  r.no  nfyrduQ:^  oi  tlio  tean  has 
had  n  BlTJTfi  in  fielrtinc  or  hat+.iog  and  .nnta  to  etny  after  pra-ctiao  for  a 
little  indiTldnsl  rrorlc.  He  hardly  hao  t;o  as'c  aosr  one  to  stay  v?ith  hiii  to 
bat  srounderg  or  flier;  tc  hi*  i  or  throtir  thoa  ovor  the  plate  vldle  jio  hits. 
Bach  hoy  Is  reaCy  and  Trill Inc  to  do  anything  in  hia  power  for  tho  benefit 
of  any  ?»6r*or  of  the  srorrp,  if  that  wo.nber  shov^Ti  thzl  ho  wantu  and  needs 
help.  That  let  there  be  a  oplrit  of  aolfla'inoaa  ahoin  by  anywas  afid  he  £;#on 
finds  ont  that  thare  is  no  plaoe  on  the  toari  for  hlin  xmleas  he  quli,a  that 
•ort  of  thiTi,%  Any  team  cw.a  is  an  excellent  plaso  tc  taJco  the  selilsh 

spirit  out  of  a  boy  and  teach  hln  that  unleas  ho  snhordinatea  his  o\m  desires 

/- 

to  the  interests  of  tha  tonri,  there  is  no  rocra  for  him.  "nuLt  oaa  priaci^ile* 
if  carried  Into  life,  will  do  mach  toward  laaking  for  sood  eitiaenalilp. 


30 


u%  tnsiv 


■UV( 


■••fij 


.  >K!Orti  "^ 


ar^  "f 


.  sT'i-'?-  ?. --i\v«I-- 


cfec«  ^  ,'*  -'  ■■■ 


'*eX 


T55j«   «J    «P" 


flQti: 

u 


'Isn/rs 


4-    A* 


to 


J4''-)    •'; 


'J-<^ 


hotm,  ■ 


2S 


Then  too»  there  grows  up  a  sort  of  a  fraternal  spirit  among  members 
of  a  team  that  has  played  to-gether  all  seaaon.  Each  hoy  finds  ont  the  good 
points  of  the  others  hy  constant  association,  and  the  spirit  of  good- 
fellowship  and  comradeship  is  awakened.  Many  a  stronc  flrientohip  grows  out 
of  such  aasociationsj  vleTjpoints  are  broadened  and  experiences  widened. 
Especially  is  this  spirit  of  comradeship  -valuable  to  the  boy  who  does  not 
go  to  college.     Here  in  the  secondary  school  is  the  one  place  for  him  to 
meet  boys  on  common  ground  and  get  associations  that  will  be  valuable  to 
him  in  afte3>-lifo. 

Iittt  us  new  look:  &t  some  of  the  other  qualities  that  tend  to  t'na 
cLeveloping  of  oharaater,  to  the  developing  of  rod-blooded  manhood.  It  re- 
quires courage  and  detenninatioii  to  play  thu  ^ame  of  baseTsall  as  it  should 
be  pla^-ed*  Vitziass  a  battor  standing  in  his  position  ~j;it]a  fast  i>all3 
v/izzio^;  ovar  the  plate.  ^The  natural  tandenc^  is  to  irav?  away,  or,  if  the 
ball  be  a  ciunred  bail  cojiiing  strai^t  at  the  batter  ajid  then  curving  o*er 
tha  plate,  the  action  to  draw  away  is  aliuoat  involuntarj''.    But  let  the  batter 
gain  a  little  oonfidanso  In  himself  by  stnndins  there  and  by  hitting  Otoe  of 
the  fast  balls  and  he  has  the  courage  to  face  any  pitcher  bxUL  stand  up  close. 
Often  though  we  find  a  boy  who  lias  been  hit  in  the  lisad  with  a  thrown  ball 
and  ^^10  slori^cflcs  from  the  fast  moving  object.     It  is  then  that  wo  have  to 
use  all  our  ingenuity  in  devising  schemes  to  help  encourage  hiia  in  the  matter* 
Again,  in  the  miitter  of  sliding,  the  ordiiiia*y  boy  vrho  has  not.  been  tau^t  to 
slide  properly  is  afraid  to  leave  his  feet,  drop  hia  wei^t  on  hlf»  hip  and 
slide  to  a  base  hooking  it  with  one  foot.     But  let  liini  praufcice  on  the  correct 
loethod  and  acquire  t]:e  knack  of  "hitting  the  diri"  in  a  sliding  pit  and  he 
Iiaa  the  courage  to  slide  going  at  top  speed.  But  the  more  he  atteniots  to 


ri     ri''!if{f 


0'   ■'.: 


,f^^'   -^fv 


Nf   II 


..T>f.f''r?t     at 


■^«i^     jt  ' 


■)t.   ,?  i   i<;ci  "NMT  ?>• 


'   J'   :• 


■wtfo 


.'f  j- 


C*^*) 


CCM 


•;e5*;r 


■jd»-CSKJ«» 


.wii   ::.i- 


&8I)    ^.|j£  qiijL 


1 T  i--.'f    "4fii^ 


a  o>$ 


u 


gave  himaelf  the  more  chance  there  utIII  l>e  of  doing  the  thing  wrong  and 
of  hnrting  hisaelf.  It  requires  coTurage  also  to  pat  the  hall  on  a  rtnmer 
gliding  to  a  hase,  coming  in  with  both  spilces  facing  the  baeeman.  Here 
again  the  baseroBn  must  face  the  situation  and  tackle  the  thing  in  a 
masterful  vay*  Half-heartedness  in  these  things  will  steely  mean  disaster* 

\vhat  more  strUdng  example  of  determination  and  stick-to-it-iveness 
would  one  care  to  see  than  a  pitcher  gainizig  control.  The  boy  ^o  masters 
control  has  gone  through  all  the  stages  of  learning  determination.  Hour 
Attar  hour  he  thrtkws  to  the  catcher,  holding  his  glove  in  a  certain  sx>ot» 
and  he  must  persevere  under  all  manner  of  exasperating  conditions  if  he 
is  to  fiiiaxly  svicueed*  This  determination  and  perseverance  may  be  seen 
in  the  ^ole  team*  The  batter  in  his  will  to  hit  the  ball,  the  catcher 
in  hia  steadfastneaa  to  tjet  the  correct  throv?  to  second  base,  the  in- 
rieioors  and  outfielders  in  the  perfection  of  thuir  fielding  and  throwing, 
etc.  Ona  sees  an  infielder  work  for  hours  at  a  stretch  trying  to  magter 
the  bounce  of  tne  grounders  as  they  come  from  the  bat,  or  an  outfielder 
Tifch  his  persovoraaee  in  scooping  up  "shoe-string"  balls  or  running  for 
fly-boils  ovea-  his  iiead.  In  every  phase  of  the  gams  deterEslnaticn  and 
perseverance  naist  be  the  watchwords  if  the  boy  is  goiric  to  succeed.  The 
coach  EBoat  eseruisc  his  Judgment  and  care  In  working  with  the  boys,  here 
a  word  of  encouragement  ancl  there  a  fev^  words  of  drivinc  the  boys  on,  but 
withall,  a  vjatchful  eye  to  see  that  they  do  not  overdo.  In  all  athletics 
It  la  always  better  that  the  jjlayers  be  underdone  than  overdone. 

Still  other  values  may  be  brought  forth  in  tha  playing  of  baseball. 
It  would  seem  at  tirst  tiioiight,  on  account  of  the  rapid-fire  brain  work 


r*j0r»     '-rt.'»»r  t' 


.'r^v-s^it  awns  •^••iwa   -  *)4ww.-  K.i  pt«KtJsJ"wJ*;i-iX.''>''.  .v^  Xta-u.- 

^•:o3aaa  or     ^  -lotlw    -'•>■>"    -c»fi(«>-nq  *  «a^;  -      . -tts    -sCt  ': 


^Ijfi^nmsie&o  ic  aa-cjc. 


1 ,. : . 


■:;•-      .:i,-i     f^i- 


.;■  «»  1.- 


tiiU 


)  ivxe  snail  Ituli: 


•rr-.-r    •• 


'1 


M) 


il    6^Lu> 


ilSsi 


J 


.i/ 


J»*. 


••ffO^'t-^'V^-    lidi 


'<-..-..        -< 


rf-fu<yx4   <Mf  ^Sttii 


-J. 


the  game  reqTxires*  that  there  ^gotild  be  no  room  or  plaoe  for  the  facnilties 
of  deliberation  anA  reflection.  Such  la  not  the  ease,  ho-werer.  The  pitcher 
on  a  baseball  testn  has  a  great  opport-onlty  to  exerclee  his  poner  of 
deliberation  darlne  the  exciting  mcKMnta  of  the  contest.  There  are  runners 
on  the  bases  and  n  good  hitter  is  at  bat.  The  pitcher  and  catcher  use 
great  care  in  throwing  to  the  batter.  Both  study  their  "Tictira"  and 
debate  in  their  own  minds  and  by  signs  to  each  other  as  to  i*at  type  of 
ball  he  can  and  eajmot  hit.  If  he  swings  at  an  out-curve,  the  pitcher  will 
deliberate  on  tho  fact  as  to  tiSiether  or  not  that  was  his  wealmess  or 
etren^th.  if  h«  passes  ttp  a  close  ball,  there  ^vlll  be  a  question  as  to 
i&athor  or  not  he  intends  to  try  for  a  Yaalk.  In  every  situation  Y/here  a 

ran  bxqt  be  involved  there  is  always  a  chartee  for  deliberation  and  re- 
flect loTi  as  to  wbat  is  best  to  do  -ander  the  clrcrCTstP.nces.  The  catcher 
raflocts  a  woraeDt  and  3alls  to  mind  that  the  batter  was  weak  on  a  certain 
type  of  "ball  oarly  in  tho  gane,  or  In  n  preyions  prame,  and  imnedlately 
signals  for  a  repetltlor  of  that  s*ww5  type  of  pitch.  A  swift  ball  is  knocked 
to  the  pitcher  or  an  Ir-fielder.  There  are  no  mnrtorc  on  the  bases  and  it 
in  an  easy  out.  ♦''he  fl?»l<1er  doea  rot  throw  inriedlately,  but  deliberates  a 
noiaont,  colloots  Mjnself  after  f.  hard  stop  and  preporeo  to  make  *  good 
throw  to  catch  the  rTm!"''>r. 

After  the  £:«»»  there  is  elwpys  n  •^ostHnortew"  held,  each  r layer  re- 
flootliig  »9  to  v*!fit  ho  ghoizld  hT,vo  done  that  ho  did  not  do,  or  what  he 
would  do  Ta<;rt.   time  under  similar  conditions.  The  oo?>.oh  oalln  the  team  to- 
gether on  tho  dsrr   after  the  game  snd  epch  wronr  pl?y  Is  brrntf»ht  itp  and 
discussed  folly.  The  ^ole  team  is  piclred  to  pieces  and  there  is  a  general 


-**! 


m*fx 


':  '  ,-i-<*-!lr-  via  *^ 

&00g  «  asCBPf  ^«  q«'* 


A; 


■a«**->s' 


I.'   •C-'^    T! 


•.-fi*  '  ,'i^T; 


'  (^  •■•"?  "^i 


>  ^  ^) 


28 


reflection  going  on  all  throia^  the  diacuasion.  Innonierable  exaraplea  mi^t 
■be  cited  of  thia  aort  of  thing,  "but  theae  few  illnatrationa  ahcold  aerve 
to  show  idiat  the  possibilities  are  for  moral  training. 

In  an  athletic  contest  of  any  Idnd  and  particularly  in  a  hasehall 
ga^ne  thei>e  should  alwaya  be  a  captain,  a  field  general,  vho  is  in  charge 
of  the  general  matters  connected  with  the  numing  of  the  team.  Of  course 
it  iBBy  "be  seen  at  a  glance  that  only  one  out  of  the  nine  on  a  haseball 
team  can  ha^e  this  position,  btzt  each  of  thcae  nine  can  ahov>'  their  oool- 
nesa  and  collectedness  at  critical  ^loments  so  that  the  next  year  may  put 
them  in  line  for  such  a  position.  There  is  an  excellent  training  here  for 
an  individual  if  he  cares  to  show  that  he  is  iresponsihle  and  a  good, 
steady  player.  As  a  rOle   it  is  the  leader  t^  decides  ^^hat  to  do  at  the 
psychological  moment  in  the  matter  of  putting  in  a  pinch  hitter  or  a  new 
pitcher,  etc.  hut  the  field  captain  should  be  so  trained  that  he  will  feel 
it  a  duty  to  confer  with  the  coach  on  all  matters  of  this  sort.  Every- 
thins  may  apparently  be  going  all  right,  but  the  captain,  viit   is  acttially 
engaged  in  the  play,  may  notice  the  weaking  of  some  player,  mention  this 
fact  to  the  coach  and  both  may  decide  on  a  change.  The  field  captain  haa 
the  advantageous  position  for  setting  in  motion  a  speciaJ.  play  designed  to 
throw  the  opposition  off  their  guard,  or  for  doing  the  ri^t  thing  at  the 
right  time.  There  is  fine  training  along  this  line  for  the  hoy  who  will 
accept  responsibility. 


(IT    ,t^ 


'1    '^Si 


■  I4S    y  i   ^  .'" . 


'/wfi  : 


-' »»  •  V  J  CS:  , 


.'O. 


:j,'»X    ,£- 


•r.ii    «> 


•  limo 


rj;©  ft 


o^X'^/i^  ttA^  ia^X>£ 


ids  10 


#rt<*»  •**  •! 


'•^^••coiv  fliii^  V- 


ML. 


.^^X  .♦Iri  O*  hvui  - '      wfetfi,  _    .      >     -2-t  t><»  a-*^  "^:^^<f  r  -WT-frrrfv 


30 


la  to  solve  on  the  particular  day  of  play,  the  "batter  ■will  still  be 
obsesaed  by  the  dlffiCTilty  of  his  task  tmtll  he  gets  this  unforttaiate 
idea  out  of  his  head.  Players  v*lo  have  these  fears  about  pitchers  mast 
overrule  them  and  baMsh  them,  and  stand  tip  to  the  plate  with  the 
determination  to  hit.  A  pitcher  and  a  catcher  can  tell  very  easily  fftien 
the  batter  lacks  confidence  and  that  very  thing  puts  more  confidence  in 
tham.  In  a  gams  things  may  be  going  along  beautifally  for  a  pitcher. 
Suddenly  there  is  a  change*  Some  batter  makes  a  good  hit,  and  then  as  if 
by  iss^o,  the  ii<4iole  offensive  team  makes  safe  hits.  The  pitcher  loses 
confidence  and  the  opposition  gains  confidence  and  quite  probably  there 
has  been  no  change  in  the  pitcher's  delivery.  The  menial  attitude  of  the 
battezMS  has  been  changed.  It  is  a  psychological  condition.  As  lon^  as  the 
batters  persist  In  this  mental  attitude,  they  are  liable  to  hit  any 
pitdher.  This  phenomenon  is  Tthat  is  known  as  a  rally.  A  good  hit  by  one 
batter  will  raise  the  hope  of  the  one  follov/ing  him  and  there  is  a  sudden 
onslau^t.  Often  this  condition  of  mind  may  be  produced  on  the  home 
ground  by  the  "rooting"  section,  that  is,  by  the  yelling  of  the  crowd. 
The  saaia  "rooting*'  "which  encourages  one  side  may  discourage  the  other. 

Breryone  has  seen  a  game  won  by  the  home  team  in  the  "lucky  seventh 
inning".  The  crowd  stands  tip,  calls  for  a  hit,  the  pitcher  gets  nervous 
at  the  yelling  and  throira  the  "wronfi  sort  of  ball.  A  hit  results.  The 
pitcher  gets  more  nervotis  and  in  a  few  moments  there  is  a  rally  and  the 
tans  team  has  made  several  runs.  Especially  is  this  sort  of  thing  true 
of  a  5^>ung  and  inejcperlenoed  pitcher,  or  one  ^o  is  pitching  for  the 
first  time  in  a  oocmanlty.  The  minute  his  mind  is  taken  off  the  game,  be 

■owthlng  wAng.  Again,  -with  an  "old-timer",  all  the  3relling  in  the 


re 


.-:.:  -■,-■->,:.;  ion  i  : 

"»  ^ai  no  dc^  «43  «ao  «•  I 
•SATO  ?a^!»o  ir^ae'  ««1>   ^h«imftM^-tvii?  »l  ijpd  fC«f  a  9t^PW  <  )     frlor   »f  •» 

.  .•  I  w  '  ""  93B9  OTICT   ^- -:--jv   w>*   *^«    •■-'•ifc 

i 

vt  xr»f  «ffiPl*  fc-  l.t-Mo  a-'       •  >? 

•£(4  ••  e*J€-#'>r-^.ff   fi(£»    etc*'   w    *jx'>l4jUiilfi  'Li/tf'M'  .sH  IC 

cj»-  mwMf  0iwtf  a«aMa  '  o*  ftiap-rt»  •(/  IIlw  ftf  ».  esKwrtcwi 


ss 


nlng  often  reeuLts  disastrously  on  account  of  the  mental  state  that  is 
therehy  produced.  A  baso-on-halls  given  by  a  pitcher  msy  vrorry  a  i*iole 
team  to  Buch  an  e3d;ent  that  it  vrill  maikB   errors.  There  is  a  tendency  on 
the  pax*t  of  the  rest  of  the  team  to  become  nervous  frhen  one  member  malces 
an.  error*   Several  errors  in  a  row  cotqpled  rith  a  base-on-balls  will  pxrt 
a  tean  so  far  "up  in  the  air' that  it  has  no  chance  of  winning  during  the 
rest  of  the  game. 

Opposed  to  this,  an  exeanple  may  be  cited  of  a  player  maklnff  a  sood 
■top  at  the  first  of  the  game  and  giving  him  confidence  not  only  for  the 
rest  of  that  gaaie  but  for  the  rest  of  the  season.  "  Often  a  player  ■*hen 
he  farables  a  ball  is  more  liable  to  make  a  bad  throw,  especially  if  the 
forcble  is  inexcusable.  The  cause  of  this  may  be  that,  eaperiencing  dis- 
aopointment  or  shame,  he  feels  desperate  and  throws  accordingly.  "  Also, 
"the  failure  of  some  fielders  to  hit  oan  worry  them  so  ranch  that  their 
fielding  will  be  bad?' .  ♦ 

Especially  is  the  maxim,  "Do  the  unexpected",  true  with  the  base- 
runner.  He  can  do  mach  toward  worrying":  the  opposition  into  doing  something 
disastrous  in  an  attempt  to  catch  him.  On  first,  for  exaniple,  by  hie 
actions  he  can  malce  the  pitcher  feel  that  he  is  going  to  steal  on  every 
pitf&ed  ball.  The  pitcher  will  either  throw  maxt^   times  to  first  in  an  attenpt 
to  catch  hlra  off  the  base  or  else  pitcjh  a  waste  ball  to  the  plate  in  the 
hope  that  the  catcher  will  have  a  better  diance  to  get  the  runner  going 
to  second,  '^!he  base-ranner  in  the  mean  time  has  held  his  base,  and  the  throw 
is  either  good  and  all  in  vain  or  it  goes  T.lld  and  the  runner  has  an  op- 
portunity of  making  second  in  safety.  Then  there  is  another  way  of  taking 
the  opposition  uoaware.  The  runner  may  seem  very  teconcemed  bttt  yat  ksep 


f  ' '  -.  '■tti 


-.  ^  -  * 


-;-:  rpJ»ii«r' 


..EXi!     le     6'; 


'r«fi-^  -can  **  «*  t.o«Jirtc.  \j;*r*cf  j.  ^nvaa  It:  iotU 

-"O'CLf   Ci"    ■at*    t^*?-  •■   ""' ■  " 


33 


hiiaself  In  readi/tess  to  steal  and  go  doroi  to  the  next  base  vaien  nobody 
"believes  he  -will  do  it.  But  the  fiolders  raay  be  trioicy  "with  the  rjnner. 
They  nay  give  him  a  big  lead  and  apparently  raanifest  no  concern  over  him. 
Snddeiily  at  a  aigual  they  oatoh  Mm  tinaware  and  possibly  retire  tiB    side. 
The  delayed  steal  and  the  double  steal  are  methods  for  base-runners  to 
confoae  the  raental  action  of  tho  opposition  and  tiae  the  psyohological 
nMMnent  to  good  advantage.  The  baso-runner  viio   isakes  a  constant  and  con- 
sistent study  of  the  inovor'.entB  of  a  pitcher  in  throwing  will  usually  bo 
the  one  to  succeed  and  sialco  himself  dangerous  to  the  defensive.  Un- 
consciously the  pitcher  is  addicted  to  certain  little  traits  that  give 
away  his  throw,  and,  if  a  study  of  these  traits  is  made,  good  results 
ofte&  OGiaa  to  the  ba8e<->runner« 

We  see  then  that  the  psychological  eleoent  is  an  iaiportant  one  In 
baseball.  The  condition  of  mind  has  much  to  do  vdth  the  part  that  is 
Actually  witnessed  on  the  playing  field,  the  mechanical  or  physical 
•leaasnt.  Gonoentration  and  a  study  of  Tsiuit  others  are  thinidng  and 
planning  to  do  cannot  be  neglected  if  ultlmato  success  is  to  be  obtained. 

The  mechanical  phase  of  baseball,  ho\v8ver,  is  a  very  important  one. 
Coaching  nooessitates  knowing  how  players  should  perform  mechanically 
and  eoaohes  mast  teach  players  properly  if  thoy  are  to  achieve  ths  Itoat 
results,  therefore,  it  behooves  us  to  study  this  pliaao  ftaiy. 


3ti 


,t  ■  ■    it'  *  *■*   sIju'C/ 


e< . 


.  n.t>ii;i.    .uiJv^     ,  ■-. 


•glUe^ 


fjiss  r,aL:?ftii:^  err  Sw:f:<-0 


34 


Part  II. 
A  STOTW  OP  THE  VARIOUS  ASEEOTS  OF  BASEBALL. 

It  will  loe  my  object  la  thia  portion  of  the  thesis  to  daal  with 
the  aspects  of  h&aelaall  imjat  corttnonly  nset  with  by  the  hl£^  sohool  ooatdi, 
and  arrange  them  In  suoh  a  nianrior  that  this  part  ne^r  he  used  as  a  maaaal 
or  handbook  for  hl^  school  ooacAss  In  teaoMng  th«  ganie. 
!I^HB0Kig5.. 

Throwing,  nidiile  poaaibly  not  the  laost  inportaait  part  of  b^iseVall,  is 
the  first  requisite  of  a  plejrer  and.  In  order  that  proper  co-ordinations 
may  be  obtained,  raany  years  of  practice  are  nficeaaary*  fhe  tree,  easy  throw 
that  charaoterlaes  a  good  baseball  player  Is,  as  a  nmi3l  thinf:,  learned  in 
early  childhood  atid  dovalopos  as  the  boy  grows  elder*  It  does  not  regtlre 
ereut  stron^rth  to  throw  a  baseball  ',7ith  speed  and  ?wmi»a^.  Trot  It  does  re- 
quire perfect  ad^uatrnent  of  the  weir^it  of  the  body  and  oojrplete  oo-ordinBt- 
ion  of  the  ana  and  shoulder  nusclos.  The  player  ^o  gets  his  weight  into 
the  throw  perfectly  is  the  one  vjhose  arra  never  goes  back  en  hlis,  except 
in  the  Oc-se  wiiei*e  tlie  throwing  arm  is  abuaed  or  o"7erworked#    ?o  prove  that 
this  is  trae  it  is  only  necessary  to  cite  the  eacaniple  of  niinorous  pls^ers 
tSio  have  been  in  the  gaiae  for  fifteen  to  twenty  years  and  still  have  good 
nae  of  their  thro\rf.iic  anas. 

The  principal  chrovrer  in  the  game  is  of  oowse  the  plbdhor.     I  say 
pi'incipal  throtjer  becaaso  he  has  the  hardest  find  nost  accurate  throwing 
to  do.  The  pitcher  eapecialiy  nust  learn  to  get  his  boi^  vroi^t  into  the 
throw  In  order  that  he  may  get  years  of  sez-vico  frosu  his  throwing  ana.  The 
nniscles  of  the  back  mast  be  brought  into  play  as  well  as  those  of  the  arm. 


'*   ~^  <t  To 


i®C«»  fr-*  ors^  •  t>^3T 


-61  awft'-  ■•■'    *'""   .  —  ■•■■"■  .  :  -_-  .    .  , 

'  Ao«3  .^'V-:.!;  ;-.:»£  -^'   .-•s.Tirj  t-^*^  *  **  ""  '   '  ^  -'-^   ■ 

orf?  .WS&  r>l- J 


:„ai  1- 


-/T-».-,T 


tf  *»*-;:■  :fc^  ■i.w  lo  B*io«i2a 


35 


Thro^ng  Tdth  the  arm  alone  is  one  of  the  most  common  fanlta  of  "boys  at 
th»  hi^  school  age.  The  coach  should  hend  every  effort  to  have  the  irei^t 
follow  through  with  the  pitch.  The  pitcher  will  know  by  the  way  it  feels 
T*iether  or  not  he  is  getting  his  weight  into  the  throw. 

Another  thing  which  a  pitcher  should  work  for  is  "being  able  to 
throw  from  various  angles*  He  should  "be  ahle  to  throw  overhand,  starting 
with  the  wei^t  on  the  toe,  side-arm  and  underhand*  Tlien  hs  has  mastered 
throwing  from  these  positions,  control  is  the  next  thing  in  order.  First, 
have  your  pitchers  get  control  of  an  easy  pitched  "ball  and  then  work  into 
the  throws  with  more  speed.  Control  is  much  more  iiiiportant,  I  "believe, 
than  a  large  assortment  of  ourvos*  althoti^  these  are  valuable.  Don't 
allor;  yowt   pi'.chers  to  throw  too  much  especifl'iy  at  the  beginning  of  the 
season.  Start  them  oat  at  throwing;  very  e&sily,  working  for  control;  then 
have  them  try  their  curves,  eaj^r  at  first,  and  gradually  work  into  the 
hapd-pitohed  "ball. 

ThQ   out-curve  for  the  ri^^t-handod  thrower  is  usTially  delivered  from 
a.  Bon»v#iat  aidc-nrm  position  by  a  twist  or  snap  of  the  wrist  in  the  dir^ 
ection  of  the  cxtrve.  The  ball  Is  held  between  the  first  and  second  fingers 
and  the  thumb.  In  fact,  for  all  curves,  hold  the  ball  in  this  manner.  For 
an  in-cjTve  the  throv  may  be  either  overhand,  side-arm  or  underhand.  In  the 
first  case  tlie  ball  is  given  a  twist  and  passes  fr<»n  the  hand  off  the 
side  of  the  sodcnd  finj^er  next  the  third  finger.  In  the  second  case,  the 
sidd-am  thi'ow,  t}\e  ball  passes  off  the  ends  of  the  first  and  second  fingers. 
For  the  underhand  in-ourve  the  fingers  are  brous^t  upv/ard  with  a  snap  of 
the  wrist  to  the  thimib  side.  An  uziderhand  ia-dxop  may  also  be  obtained  with 
practice  by  throiTing  undarlisaid  and  yet  saioaifcat  side-arm  and  allowing  the 


-oad  to  St  >  <ao  t 


y    >J. -.'.^ ■•)'--- 


n"^ 


\,w!r.  oat  «■'■•-■■ 


'.:  .\rl*'i^T-aT 


36 


ball  to  pass  off  the  end  of  the  second  finger  and  at  the  sajne  time 
snapping  the  TOrist  upward.  The  out-drop  ourve  is  held  with  the  first 
two  fingers  in  front  of  the  hall  as  it  moves  toi»ard  the  plate,  is  thrown 
overhand  and  with  a  snap  of  the  vrist  downward*  I  do  not  advise  the  use 
of  the  spit  hall  for  hij^  school  players  and  Trill  consequently  say  nothing 
about  it  here.  For  left-handed  pitchers  the  cnrves  described  are  thrown 
the  same  way  but  their  direction  is  necessarily  reversed. 

The  fall  use  of  the  pitcher* a  plate  is  another  thing  ■which  the  hl^ 
school  coach  should  teach  his  pitchers*  By  this  I  nsean  that  tho  angle 
at  i*iich  the  ball  approaches  tho  batter  can  be  changed  by  delivering  the 
ball  from  different  parts  of  the  pitcher* 3  plate*  An  ordinary  "cross-fire** 
can  be  delivered  by  a  rif^t  hander  by  throwing  underhand  from  the  ex- 
treme ri^t  side  of  the  plate  faj^lng  the  batter,  and  an  entirely  different 
ball  may  be  delivered  by  standing  at  the  extreme  left  and  stepping  to  the 
left  on  the  overhand  delivery,  bringing  the  hand  dlagomvlly  across  the 
front  of  the  body  on  the  throw.  Vso-lous  other  conbinaticna  shoiild  also  bo 
used  as  the  throw  from  one  position  contimially  will  soon  accustom  the 
batter  to  that  pnrticular  delivery  rmd  help  to  rttake   the  ball  easier  to 
hit. 

In  throwing  to  bases  tho  pitcher  mcwt  get  accustonod  to  a  quick 
swing,  throwing  at  the  same  time,  ani.  Etaut  loam  acc\:rscy  in  t-hia  jihase 
also,  as  the  accuracy  of  the  throw  la  -Aat  usually  olflterrlnos  \*>othsr  or 
not  the  base-runner  is  out.  The  right-handed  pitcher  should  look  over  the 
left  shoulder  to  first  base  and  be  very  oarofal  about  his  foot-niovement* 
Otherwise,  the  throw  will  be  given  awsy  iranedlatejy  with  no  chance  of 


aaft0  «di  ts  tn»  letjallt  I  lo  bitb  ^sU  Ito  c. 


r-vro 


jt>^    i  +  i' ,    VI    B   w-.:*?    io 


•^*-''     -  -  -  ijca?  i-» 

"-1  'n    '■"'■-i'"-'     "■"  '  TjtWrfff'TTr*     •.  --Tin-*    n.-f-?    ^n     '  kv».  ' 

soil:,:.    --.    C-  X3<f   Ot   ^rl^trtfT-?   nl 


catching  the  runner.  The  easiest  swing  for  the  right-haaded  thro'w  to 
second  base  is  to  the  rl^t  because  the  thrower  is  facing  the  play 
eontinoally.  The  rererse  is  true  for  the  left-handed  pitcher* 

The  catcher's  throw  is  someiAiat  different  from  that  of  ai^  other 
Bsember  of  the  team.  It  must  be  a  quick  snap  throw  in  order  to  put  a 
runner  out  and  yet  the  catcher  should  get  his  full  weii^t  into  it.  The 
wei^t  is  gotten  into  the  throw  by  balancing  on  tho  right  foot,  raising 
the  left  foot  tmlst  hi^  in  front  and  throwing  overhand  at  the  sane  time 
that  the  left  foot  is  lowered*  One  step  with  the  left  foot  is  all  that 
is  necessary,  though  many  catchers,  and  good  ones  too,  throw  with  a 
sli^t  hop  on  the  hind  foot  (ri^t).  Quickness  in  getting  the  throw 
away  is  absolutely  essential  -  every  fifth  of  a  second  means  a  gain  of 
about  two  yards  by  the  base-runner*  The  catcher  liho   constantly  gets  men 
out  stealing  second  is  the  one  viho  has  speed  In  getting  away  his  throw. 
Accuracy  of  throw  is  of  ootirse  essential,  but  no  matter  how  accurate  the 
throw  slowness  in  getting  the  ball  amy  will  mean  stolen  bases*  The  quick, 
snap  throw  besides  preventing  stolen  bases  is  invaJ-uable  to  a  catcher 
in  catching  runners  off  the  bases  after  receiving  the  ball  from  the 
pitdher*  The  catcher  with  this  type  of  throw  always  keeps  runners  "htigglng" 
the  bases. 

Inficlders  wust  loam  to  become  proficient  in  throTrtng  from  saiy 
pofiltioc  Tfticther  it  be  underhand,  side-aiTi  or  overhand.  They  must  learn  to 
pick  up  the  ball  and  got  it  away  aLiwat  sirailtaneoucly.  Often  they  will 
have  to  throw  after  piokint,'  trp  the  ball  to  the  dead  ran,  going  In  any 


•<rotft»#£q,  ^at•  C  erf*  >wft  a*rt*  eJf  o^'itrf^i  afT?  .<^IIsnBri«m» 

•Z9r{#c  flpJS  ;•  el  :«rBf.?  a*'S«':fe«/'0  ©tt*!' 

fy^.    .  ti  oJ^ii  ..  xiiTi  hjjL  sia;^  iXc-iil'-   -lejio^ao  tfiw    «&<  bat  J^o  t- 

*>  irt-i«   vmO    ..if*'. 

■■,'j-3."jj    -^Mii    ,^_i    fOi;    ■•«    sJMSOSSbAflU?    .  i-  c;j  l_    ^- .-vi   *j^ 

13  ^o  cmi  -raw*  - 

•^pRa  ,  1   tt'sn  fi^ob  liatoi'^  '(#i^  ntm/i^  o.*  wVAfi 


direction,  and  it  requires  carefol  oalcalation  to  know  Jnst  how  to  do 
this  so  that  the  throw  will  he  accurate.  The  hoy  who  has  to  stop  or 
strai^ten  up  to  throw  will  raajiy  times  lose  a  ohaaoe  to  retire  a  runner* 
The  infielder  must  get  accustomed  to  aidcward  and  unnatural  positions  of 
throwing  or  he  will  soon  lose  his  value  to  the  team* 

Some  coadhes  helieve  that  a  hoy  with  a  weak  arm  oan  he  stationed 
▼ery  safely  at  second  base  on  account  of  the  short  throw  to  first.  Per- 
sonally, I  helieve  this  to  be  a  false  idea  ana  that  many  runners  going  from 
second  to  third  or  from  third  to  home  will  be  lost  simply  on  account  of 
that  poor  throwing  arm.  Again,  the  second  baseman  must  relay  long  hits 
to  rlfSit-center  field  which  requires  an  excellent  ana*  Vhen  the  second 
baseman  covers  first  on  a  sacrifice  play,  he  nust  throw  to  third  if  necessary; 
or.  If  he  talces  the  cut-off  throw  from  the  catcher  on  a  double  steal, 
he  OTist  be  able  to  throw  to  third  or  hoiDe  to  cat  oh  the  runner.  All  of 
these  plays  require  a  good  throwing^arra.  It  is  ©saontiiJ.  that  the  first 
baseman,  aa  woll  as  the  other  Inflelders,  get  the  hall  jway  quickly, 
especially  on  double  plays  in  tihldh  he  is  iRvolved,  On  an  infiald  hit 
to  the  first  baseinaa  v*ien  the  pitah9r  covers  the  base,  the  first  base- 
Bwai*9  toss  should  be  ahead  of  the  bag  so  that  the  pitcher  nay  o.nllect 
hlraself  before  touOhing  the  base*  Otherwise,  he  is  liable  to  ovenrun  the 
base  or  miss  it  entirely. 

The  shortstop,  I  believe,  has  the  hard-^at  throws  to  ;nt*«  for  he 
Moat  go  either  rl^t   or  left  or  conie  in  at  fiill  speed.  The  ono  diffictat 
throw  of  the  third  baaeinan  is  that  nmde  to  first  or  second  after  ooming 
In  at  top  speed  for  &  bunt.  He  must  throv  ujidorhaad  in  order  to  catch  the 


83 


.'s^rK-T  s  s^3)»i  (3#  9«K3Xfc  «  o»ol  »a«t#  -"SKaw  iiiw  #o^'i  o.?  7x1  .  .*% 


C!t«*9»«S 


r     r,      _  » 


..,X4^1*tt*   ^ 


tlJir; 


frU   «rfii*  "5 


roooner.  There  is  no  chance  to  atop,  no  dhance  to  raise  ■op  to  get  into 
position,  or  no  chance  to  get  set  for  the  throw,  or  the  rssa  is  lost. 

On  all  attempted  double  rlaja  the  thro'w  to  the  first  tea  should  he 
shoulder  hi^  so  that  he  In  ttom  will  he  in  a  better  position  to  throw. 
In  double  plays  where  the  grotind  "ball  is  fairly  olose  to  second  base* 
the  second  baseraar  or  shortstop  shoxild  to«s  to  the  haee  so  that  the  throw 
will  not  be  too  quick  to  handle.  Care  roust  be  taken  not  to  attempt  too 
lonf:  a  toss  as  this  slriws  up  a  piny  snd  off  era  n   ohp.nco  to  lose  both 
nznners* 

The  outfielders'  throws  are  of  only  one  type,  najaoly,  overlisnd, 
beoasue  the  throws  of  this  type  ai*e  Btralgiiter,  laore  true,  and  take  a 
better  bouixd.  An  outfielder  nsiBt  practice  ooatiijually  on  yottine  fly 
balls  av/ay  with  speed  and  ax>ouraoy.  lirerj'  outfielder  must  possess  a 
strong  throwini?-arm  and  be  a  good  Judge  of  tlirowlng  distances.  In  order 
to  iDBke  a  good  throw  he  must  be  set  for  it  after  the  catch  or  be  running 
toward  the  infield  When  the  catcli  is  mado.  OtherwlBe  it  is  next  to  Im- 
possible to  /asUre  a  quia|:  throts*  that  will  oarry  far  enou^  to  go  from  the 
outfield  to  honv3  plate  with  only  one  bound.  In  throwing  to  bases  after 
safe  hits  to  the  outfield,  the  bounding  throw  is  the  best  to  use  unless 
the  bound  is  liable  to  fall  in  tlio  path  of  the  runner,  in  tibich  case  a 
diroct  throw  should  be  inado.  Bounding  throws  can  be  made  to  travel 
faster  and  more  accurately  than  can  long  direct  throws,  for  the  higher  a 
throw  goes  from  the  ground,  the  less  is  the  chaiioe  of  accurate  control. 
In  ary  throw,  however,  always  i^enieraber  tha*  the  condition  of  the  ground 
has  nnch  to  do  with  the  accuracy  of  the  bound.  On  a  rou^  field,  therefore. 


}«   »£  OT^ 


7    T-rr. 


,jjjj^-    ...  ^  -..-^•-'.  ..s*j^n  ., :   «•''?!  r  isr. ,,-—  *..'♦  et^di^  p^^I';  aitft'ofi  rtl 

i!«OT:ir?  i>it«    ''^4i  o<?  ftO''^  a4w  <ki  e*<>v  .ii->ie  'iv->»: -o.^-ji»  csy»ft»«?  fca''©«'»  c.  ;' 


-0    ,^A 


let-: 


■,-»-t'j  -ji. 


-<1  o*  i*«n  ei  • 


40 


throw  aireo.t  ard  r,ot  with  a  toitr.u 


U'. 


'xhe  most  Important  part  of  'baseball  to  both  player  and  spectator  is 
■batting,  for  it  is  the  aegpessive  part,  the  ohlof  center  of  interest.  ITo 
oontsBt  of  B3^  kind  oan  be  •won  without  agsrossion,  and  therefore  the  team 
^xloh  has  not  aggresaiwaneas,  battin?;  stren^h,  doea  not  win.  Gonaeqxiently, 
a  team  ahoiild  have  more  batting  practice  than  anything  elaa.  Lot  me  here 
In^e-^t  a  word  of  adrioe  to  the  coach.  Vhen  your  boys  hav«  appapontly 
notMng  to  do,  cive  them  battisf?  practice.  Let  it  bo  understood  that  this 
is  the  progiam  all  throuf*  the  season.  Koep  than  at  it  wlienever  there  is 
a  lull.  A  strong  hitting  conbitiation  vill  lnvarlfl,bly  ydn  ball  erems  even 
thouEJi  they  are  slifiitly  T»8k  in  fielding,  providing  of  acrave   that  good 
judgment  be  combined  with  the  hitting. 

In  goneral,  battlnc  is  a  battle  of  vTits  betv-een  the  pitchier  and  the 
batter  and  rerralree  self- confidence,  a  good  eye  and  plenty  of  nQr79»  The 
boy  who  does  not  stand  at  the  jlate  vdth  all  the  confidence  ia  the  world 
that  he  is  going  to  liit,  will  never  micceed  as  a  batter. 

As  to  the  position  to  aaaume  r/hile  etnaclins  at  the  plate,  soine 

authorities  tell  -as  tloat  batters  should  crowd  t>ie  plate  aod  that  those  who 

do  are  usually  good  hitters.*  'They  have  the  courae©  to  risk  injury,  the 

nerve  to  allow  the  ball  to  hit  them,  and  tl^^e  advantage  In  getting  decisions 

because,  knowing  they  crowd  the  plate  habitiially,  umpires  decide  tlrnt  they 

tried  to  escape  being  hit."*  Besides,  pitchers  will  pitch  outside  to 

them  steadily  throu^  anxiety  to  avoid  hitting  them.  If  tbey  know  that  a 

man  vdll  talie  a  ball  in  t}ie  ribs  in  ordor  to  reach  first  base.  I  should 
•  Touching  Second  -  Bvers  and  Fullerlron. 


oi- 


novo  cr  i'f^'T-  ,«,  ^  -j^ 


t4 


41 


adrrlsd  a  player  to  stand  ttp  to  tlie  plate  In  the  position  *^ich  soems 
nstoral  to  bJB&>  To  ooaoiies  I  wxald  say,  "Do  not  try  to  change  as^  natural 
tendency  of  a  batter  unless  he  is  not  hitting  well  or  tinleBS  the  natural 
tendency  is  totally  ■wron^.*'    Ifou  can't  e3a.:)©ot  to  have  your  players  bat 
aooording.      to  fommla  -  the  htonan  eleiinent  does  not  pennlt  of  it* 

'J;h©  hat  of  course  should  alTrayn  sTvinf  parallel  to  the  ground.  Do 
2iot  let  the  ho^  chov  dowi  or  sfii-af^  np  i»ith  the  hat  at  all  aiigloa  to  the 
ground.  For  bojm  I  belio-ro  the  free  s-winp*  la  tho  host  to  iQium  and  I 
ahOTild  advise  that  the  bat  be  held  as  it  aeemp.  nf,tural  to  the  player. 
Soae  players  naturally  choks  the  bat  iphile  other  hold  It  at  the  end,  and 
§o  on*  The  bat  for  a  player  to  use  Is  the  one  tjiat  feels  good  In  him 
haadsf  the  one  lAiich  seems  handiest  for  him  to  sv7ing*  Be  cure  to  piok  out 
bats  with  good  wood  in  them  -  the  good,  live  wood  is  v,4iat  rosik»s  the  ball 
reboxmd  vdth  a  "«lp"» 

Vf'hen  standing  in  position  to  bat  It  is  best  to  have  tho  feet  spread 
a  little,  say  16  inches  or  even  up  to  24  inches,  and  the  body  turned 
about  half  toward  the  pitcher.     The  woi^t  shoti3ld  rest  more  on  the  rear 
foot  than  on  the  front  foot.  With  the  swing  the  front  foot  is  raised  and 
a  rei-y  short  step  is  taken  DrREGTLY  toward  the  pitcher.  As  the  step  and 
mrtiig  are  tatosn  the  weight  is  shifted  from  the  rear  to  the  flront  foot  so 
that  lAion  the  svdng  baa  been  completed  the  wei^t  is  such  that  the  player 
is  in  a  position  to  start  running  by  a  step  of  the  rear  foot.  At  the   ., 
conft)l©tion  of  the  swing  of  the  bat  it  is  ready  to  drop,  being  out  of  the 
wjy  of  the  body.  A  great  fault  with  batters  is  that  they  take  too  long 
a  step  -wftion  swinging  and  consequently  must  stagger  around  at  the  plate 


vjC    .RjS?    ■  ■  TS    *Tp«,'i«    »^ItK>.i^   •SC-Si-'X-    i«    «••'.    S8&i 

Uj.  .     gg^  q,j^  ^i  ifDsi  0$  -«>.-r. '■r.  jt  i-«5    tiwr  A^  .^-1  «>, 

Xis<|  «  *r  ^i  -  .'  /j2  bMlV  6008  *?^ 

lart  ft»5  i9fri.  ftfivoite  tfj^Jejr  gaff    •*reiv-viw  -uiv  jo'smo^  ItlVii  fwoto 

Xas  Mai;««  •1*0'  1  ori#  ^Jdw  (mO  .itfiv  .aooi  ^jeomA^  «t»  «»  «•<»  itoo'i 

»?iAQ  aric-    ■  -**   *-!«  t;I*«»'i—  :  «i..»  aerJ*  <io?«  « 


4£ 


aoid  vjaate  tine  getting  stixrted  to  first  iMtoo*  Eexne^er  that  vhQn.  ziaaring 
first  base  oaoh.  adOitioual  £jk^tii  oJP  a  ^^cond  meaaa  six  feet  to  the  fast 
taBd-ruuner  and  on  all  closo  plag^  that  Is  al>out  the  di8tszic«>  by  li|(ioh     , 
tbt  iball  1>datB  Mm  to  the  base. 

Before  the  placers  are  ready  to  step  to  th«  plato  and  tako  their 
txirn  at  hitting,  havt*  thsou  swing  the  hat  aud  step  as  descx'ibed  above  so 
that  it  \illl  becomo  nattural  to  theKi.     loo  mu.o}i  en^ihaais  cannot  be  plaoed 
on  the  proper  metliod  of  getting  the  TSiXjigJit  into  the  swing. 

A  very  conB.ion  thing  aciong  yoxuii^  plsyers  tjfhen  batting  is  doing  "vliat 
1b  icnotm  as  '»piuttiixg  tho  foot  in  the  backet",  that  is*  paLlin£;  the  front 
foot  away  from  the  plate  v^ien  the  stop  is  taken.  About  tho  only  means  I 
1CD0V7  of  to  break  this  habit  is  to  have  the  player  stand  at  the  plate  'vdth 
his  feet  well  spread  and  slaply  oliift  the  viei^t  fr<Mn  the  rear  to  the  front 
foot  irlthout  taking  tlie  stop.  By  this  means  he  will  eventually  rid  him* 
self  of  tho  habit  thou^  he  may  not  be  able  to  get  as  mach  foroe  into  the 
blo\7  as  befoire.  The  tendency  of  course  tnben  the  front  foot  is  pulled  airay 
frora  the  plat©  is  not  to  swing  the  bat  parallel  with  the  ground  but  to 
ohop  dorm  thus  ruining  the  chance  of  hitting  the  ball  squarely.     Right 
here  let  me  say  that  a  terrific  swing  is  not  necessary.  The  swing  that 
counts  in  the  end  Is  the  well-directed,  careful  one.     Get  the  idea  out 
of  the  player's  mind  that  he  nnzst  swing  with  all  his  mi^t  in  order  to 
make  a  safe  hit.  Vlhan  you  can  get  the  boys  to  meeting  the  ball  squarely 
your  battle  is  practically  won. 

MWiy  persons  feel  that  bunting  la  a  very  unlrri^ortant  part  of  batting 
and  for  that  reason  put  little  or  no  emphasis  on  it.  This  is  not  so. 


k^*'^  9*s4   r^nl'i 


:   i^eny^    .^.  .  rrfi^i.    .tt©JM>7  «i    .;;>*»  ObSJ"  aDf*-' 


r»r.j    '.-.  ^ 


^.  .  io   ocosp;)  »j..  .  'J 

^^»*.,  .^  ..  w  "*  --Bi*o*a  otj  wfod  <mW  tfdS  «a>B  *ror  iirjd::  .:i^: 


.5^  *ttn  ^  '^* 


43 


hOTBevBr,  and  as  I  will  show  later,  the  team  that  can  "brmt  will  acore 
rnns  and  ■win  gamea  Tviiere  other  teajna  will  loBo  them.  Tharc  in  n  aaieroo, 
p.T>  sort,  to  "bimting  sucoessfolly  and  it  is  not  just  a  matter  of  patting  ixp 
th0  ijat  and  allowing  the  ball  to  hit  it*  Very  often  good  trmtg  are  nade 
this  ^say,  'btrt  it  is  more  luck  than  ariything  oloe  and  30  oftoij.  r  pop-t?> 
fly  resxilts  tron  this  typo  of  prooeftoro.  Then  follcwB  a  double  play 
msicinjr  the  side  at  bat  loolc  woefully  veak  and  ge*ti?i£:  the  tean  in  the 
field  ont  of  a.  bad  "hole" . 

In  btratinp  the  csethod  of  hrjtdlinEt  the  hat  ar.d  of  T»ol|5it  oontrol  is 
entirely  different  firora  that  of  batting.  Here  the  bat  taiat  be  Leld 
loosely  in  the  htJids,  the  hands  si>read,  and  tho  wpiL**  eMfted  backward 
tiavtftad  of  forward,  the  rear  foot  norJnrr  and  thfl  front  foot  remaining 
stationary.  ?he  bat  Is  dravn  bacv.  at  the  same  tiwe  that  the  backrvrard 
step  Is  talsen  anj?.  the  endeavor  should  be  to  have  the  bat  as  dead  as 
possible  i^fcen  it  oocses  in  contact  irlth  the  ball.  I  have  teimed  this  the 
"draw-shot"  because  the  ball  does  not  (jo  far  and  Iceaps  spituilns  constant- 
ly B8  liban  a  billiard  ball  is  given  "Bni^lish"  by  a  player's  cte.  ^o  form 
of  bunting  Tihich  I  have  Just  described  is  toiorm  as  the  sacrifice  bant. 
1!ba  aeai  at  bat  should  make  no  attenipf  fo  get  away  frwa  tho  plate  trntil 
the  ball  is  actually  hit.  He  SRcrif loses  his  life  on  the  bases  for  that  of 
another  and  ilgores  to  be  out  at  first  bcac  bofore  he  gtartoa.  The  minute 
the  player  gets  the  idea  that  he  is  going  to  beat  out  the  bunt  its  accuracy 
is  lost  and  it  probably  will  go  directly  Into  the  hands  of  a  player,  for 
Tteen  a  sacrifice  bunt  is  expected  the  fielders  play  close  and  are  ivatdllng 
for  Just  this  sort  of  ball. 


rm-Xt:^ 


-•0 


^^ 

■■v  "■ 

f.«M£ 

cS^  «:- 

•Hrastearr 

■X 

•mr^ 

s* 

10  »»e'«ari 

^    S'Wtlft    «sl    if5stf  ©if?    . — 
■■    '-'OTSSfc^W  ^tS*   t*^*  XT-'-  ' - 

\      J-V.     --  .  .      fg^^^  si«i    .  •.* 

t         ■  .  ■  -      •  -^ 

■n^f^jM*^  "'-''''   "*''"   ■'■"'^^^    '■         ■  4ffi-c?r.::T  v.i    tr,^  e^niTSflf  *  •!•'*■' 

.iis4  "5*>  J*ica  ciiu  Jcr-c  '.qz 


44 


Bimtlne  to  ""beat  out  the  "ball"  is  oxecuted  In  an  entirely  different 
manner  from  the  sacrifice  btmt.  Here  the  player,  Tiatially  a  left-hander, 
because  he  haa  the  advantage  of  a  step  or  two  on  a  right-hander,  E©ts 
avfay  from  the  plate  at  the  same  time  that  the  ball  Is  hit  and  attempts 
to  place  the  hall  along  the  first  or  third  base  line  or  push  it  past  the 
pitcher,  ^ust  out  of  his  reach  and  too  slow  for  the  shortstop  or  second 
baseman  to  handle  and  get  him  at  first.  The   player  Tf*io  uses  this  type  of 
strategy  must  be  exceedingly  fast  and  must  use  good  Judgrient  as  to  vHxen 
to  execute  the  play.  He  must  do  the  unexpected  -  otherwise,  he  is  almost 
sure  to  be  caxi^t. 

BASE-HUimUSIG. 

Base-running  rai^t  easily  be  classed  as  a  part  of  batting  since  the 
batter  upon  hitting  becomes  a  base-runner.  At  any  rate  the  two  are  very  close- 
ly connected  f*-rici   form  the  two  parts  of  aggressive  play.  T3ien  men  are  on 
bases  the  scheme  of  defensive  play  is  broloen  up  to  a  large  extent,  amd  not 
only  do  the  basemen  have  to  play  closer  to  their  bases,  but  the  pitcher 
must  Tise  great  care  in  his  delivery  to  Iceep  runners  close  to  their  bases. 

To  be  able  to  run  bases  and  be  classed  as  a  good  base-runner,  the  boy 
mast  think  atad  act  quickly.  The  least  slip  on  the  part  of  the  defensive 
team,  and  he  should  be  off  for  the  next  base.  Boys  should  be  taxif^it  to 
exercise  their  own  Judgnent  in  base-jrunning  as  much  as  possible,  '.'aiting 
for  a  signal  frwn  the  bench  takes  away  the  initiative,  a  quality  yflilch 
baseball  should  develop.  Very  often  the  player  on  the  bases  can  see  an 
opening  and  advance  inhereas  the  orders  issued  from  the  coach  on  the  bench 
come  too  slowly  to  allow  the  player  to  act  upon  suggestion.  Baseball  la  a 


a  i>di  mo'fi  -s^aama 
to  J-erj?!  'Lc<f  od; 

a«  f.  -«r  iwam  htji-  .Tea 


.0 

e»  •1E8  it«K  tmiii  .'.Tslq  eTl)»«0T33:>  to  atreq  cptri  tdi  trtxA  baa  in^^oaaao  \i. 
o;f  i^nraf  ^  L 'wfrw^a  ar?^  »>«^:f  ina*  «di  toft  1i!lo  orf  blsiodB  ad  A*  ' 


45 


gaiae  in  v^iich  no  one  can  detennino  Jtist  -rtiat  -will  happen  on  the  next 
pitdhed  ball,  and  it  therefore  behooves  the  base-numer  to  be  constantly 
on  the  alert  for  a  chance  to  advance. 

Teach  yotir  boys  to  got  a  good  lead  and  exercise  proper  vrei^t  control 
80  that  the  pitcher  will  not  catch  them  off  their  balance.  The  throisB 
flrom  the  pitcher  to  the  bases  rairely  catch  a  runner  vSien  he  is  not  off 
his  balance*  This  is  of  primary  irriportance.  Watch  the  pitcher  constantly 
for  the  ali^test  ^OTeinent  betraying  his  intention  to  throw  to  bases.  This 
he  may  do  by  a  move  of  the  feet»  arms,  shoulders  or  hips.  Make  him  throw 
to  bases.  Hothing  disconcerts  a  yotmg  pitcher  so  much  sis  having  to  throw 
to  the  bases  and  having  to  worry  about  T*iether  or  not  a  runner  is  going 
to  advance  on  the  next  pitdfced  ball.  Wake   the  pitcher  think  by  your  move- 
ment that  you  are  surely  going  to  steal  on  the  next  pitched  ball.  Observe 
closely  and  you  will  notice  that  an  inexperienced  pitcher  always  '.■'ralks 
more  men  with  i-unners  on  the  bases  than  v:hen  there  are  no  ruimers  on  bases. 
This  is  undoubtedly  due  to  nervousness  at  having  to  watch  runners  so  closely. 

Yotmg  players  are  constantly  getting  cau^t  with  the  old,  time- 
worn  "hidden-ball  trick".  Therefore,  watch  the  ball  and  be  sure  you  laiow 
lAiere  it  Is  before  you  leave  the  base.  It  is  the  business  of  the  player 
or  runner  as  well  as  that  of  the  base-line  ooacher.  If  you,  as  rxinner,  do 
not  know,  aak. 

Coaches  should  have  their  players  practice  on  getting  array  from  tlie 
plate  quickly  after  hitting  the  ball.  This  can  only  be  done  by  proper 
swinging  of  the  bat  and  proper  handling  of  the  weight.  The  more  time  a 
batter  spends  getting  away  from  the  plate,  the  longer  the  fielder  can 
fumble  the  ball  and  still  get  him  at  first.  After  a  hit  to  the  outfield. 


-    ,^:it'l  ia  m  ■   ........    -.     ,i    ,v»'^--'^    '••        ....     ■,^....  .-      V 

.0*.  i--r  Jsi  »  a.' 

-  VvL :   rsrcr:  ^tf  &slM  iSif-^:        ft  «C8X  .Ilscf  baHoilq  trta  saii  ui>  «i'..'.. 

^^rla  toito^I^  ^i«i.  ^W  0vltoc:  llXt  CO"?  Sop  "j:-op'>r^ 

.^'^innS  .t3  eforscrtr-i.  oa  3"at  &x»<0  rcatft/  rcoitt  v&aatf  Mt^  xio  a^iAsmm     '''       sui  -^iofs 

-Oftijf   »i<JU>  III--  -    ^' -      -..         sA^siiC'L.  ^      ,         "..:rrr?T 

•i«^rj[  c4*  1ft  c««al9n<f  ad*  111  il  •'MUBtf  «il  OT«oi  xktc  ©wi^rf  ei  Ji  oneAr 

M  tk: :  «^  .tif}£aiir  of&  lo  :sallhiu>d  ta^itrpii  ttta  -tnJ  ecfi  \9  ^eJi^i^'f 


46 


al'ways  take  the  tiirn  at  first  "base   and  be  ready  to  start  to  second  if 
the  opportxmlty  offers  itself.  V>hen  circling  the  haaes,  hit  the  inside 
of  the  "base  -with  the  foot  that  seeraa  handiest.  Don*t  try  to  touch  the  hase 
?dth  a  certain  foot  as  you  will  very  in?»ly  have  to  chanse  step  and  alow  up. 

The  "base-runner,  ■wftiether  or  not  he  is  going  to  steal,  should  advance 
a  little  toward  the  next  hase  on  every  pitched  hall.  Then  in  case  the  hall 

r 

is  hit  he  will  have  ^t  that  much  start  and  a  "better  chance  of  advancing 
safely. 

Before  talcing  up  types  and  methods  of  sliding,  let  rne  sjiy  a  few  words 
about  sliding  in  general.  First,  see  that  your  hoys  wear  sliding:  pads  of 
soae  sort.  '♦Strav/berries" ,  so  called,  are  bad  things  for  the  baae-ninner 
and  are  very  apt  to  get  infected.  If  your  boys  cannot  afford  sliding  pads* 
get  them  to  wear  a  belt  inside  their  trousers  with  towels  fastened  en  each 
side  to  afford  protection.  The  only  way  to  have  your  players  learn  to  slide 
Is  to  construct  a  pit  or  pick  out  a  soft  spot  on  the  field  and  practice 
continually  until  the  slide  is  mastered.  An  inexpensive  pit  can  be  ismde 
by  digging  up  the  earth  twelve  inches  deep  over  n  si>ace  nbout  ten  by 
twenty  feot,  and  mixing  it  with  equal  parts  of  sand  and  sawdust  to  pre- 
vent csJcing.  Instruct  your  players  to  lay  aside  all  fear  of  injtury  as  this 
fear  is  '*iat  causes  many  sprained  K.nd  broken  ankles.  The  boy  v3io  Is  afSraid 
to  slide  ^dll  attenipt  to  save  himself  as  nrach  as  possible  and  as  a  consequence 
will  not  get  the  proper  position.  I  have  had  no  trouble  with  this  method 
in  four  years  of  coaching.  A  good  rule  to  follov/  in  sliding  Is  to  slide  so 
that  the  base  ^Till  be  between  your  player  and  the  batanan.  If  the  baseman 
attempts  to  block  a  runner  from  the  base,  the  only  thin^  to  do  is  to  slide 


"vm'  tkSt  to 

.......       J .     ,-■,  -.      ,..-..-     .  .-        ilv  Bvt^'  a:; 

5   ■  'ira  &Iel^  •'<••  ffo  »e«j«  nsws  a  Sifo  ^'tq  to  tJtq  «  *c»rT?aina=>  of  »l 

rii  as*  *»<»**'  -5^  aekArsl  «vl«iw#  »Wt««  aAt  «?»  :^s:.:.'j^^    '7^ 

.jg^  of  *#r»*w*e  htm  hnn  "Jo  siroe  ^f.*Jw  it  ao-fc'iff''  fifi-'»  .s*"^*^  -c^as*?- 

•««!Kr*«J<:.o  A  »  taw*  w>  '  ^»«^^i  «»««  o*  i^-«*'  «''^^«  o* 


47 


into  him  or  around  him,  preferably  the  latt»r.  Very  fev/  "baseman  care  to 
stand  Tip  to  a  pair  of  spiJses  coning  in  at  a  fast  clip,  so  little  ■block- 
ing is  attonrpted.  It  is  poor  baseball  any  way  one  looks  at  it. 

Inatract  your  players  to  slide  on  all  close  plays.  If  the  decision 
apparently  will  be  close,  the  rumier  has  much  the  advantaj^  vdien  sliding. 
It  looks  like  very  bad  baseball  to  have  the  runner  get  cau^t  "stabding 
t5>" «  and  there  is  always  a  chance  in  sliding  that  the  baseman  will  drop 
the  ball  xtfien  tagging  the  runner. 

There  are  several  different  methods  of  sliding.  The  best  perhaps  la 
that  known  as  the  hook  slide.  In  this  slide  the  runner  "takes  off"  the 
foot  that  hooka  the  base,  that  is,  THE  FOOT  V.HICH  BOOKS  THE  BAG  IS  THE 
LAST  OKE  TO  LEAVE  THE  GBOUHD.  The  front  foot  is  kept  ^wll  out  of  reaSh 
of  the  baaeinan  aa  is  also  the  body,  so  that  all  the  baseman  has  a  chance 
to  touch  is  the  runner's  foot.  The  knee  la  bent  so  that  the  runner  will 
not  get  his  spikes  caxigiit   in  the  ground  ar.d  sprain  his  ankle.  V,hen  taking 
off  for  the  slide,  the  player  should  always  land  on  the  opposite  hip  from 
the  side  nearest  the  base.  A  half-sitting  position  is  maintained  throu^- 
out  the  slide  I  the  runner  partly  supporting  himself  on  his  ar^i  or  hand 
on  the  side  away  from  the  base.  The  other  slideo  are  vdth  feet  straight 
into  the  base  and  a  head-first,  diving  slide.  The  latter  is  rarely  tised 
except  v'hen  the  base-runner  is  caught  off  hie  balance  in  an  attempt  to 
get  back  to  his  ba«©  after  a  throw  from  the  pitcher,  catcher  or  some  in- 
fielder  having  llhe  "ball.  In  such  a  case  a  dive  fbr  the  base  with  out- 
stretched hand  will  many  times  save  a  player  from  being  put  out.  This  slide 
is  not  used  more  because  of  the  possibility  of  a  runner 'a  head  and  handa 


^f 


7>iAr:    ":. 


£tT  ^'. 


3  orf  £11-- 


(TO:.'   '.14    i^-,. 


."^tBI* 


-OCW  .'HT  ,»f  iM£l7  .«B«tf  <V:W  ai^ooif  ^eAS  toot 

-;  .-    3oi  JBOT*  •rf:  .<ir: :««  arr  ?vasj  o?  mo  Teu. 

•  ^  .  .^i.-:.!^  nil*  fllaT^-  ^-'  9<f#  flJ    ^i*5n»o  aartlcj»  alrf  ^n^'   *'«- 

rro  »c5i».I  »5»rrl,t  fcrrtJrti  •»  ^^  ,»ftlX»  art*  icn  llQ 

6i<»f  to  «%•  din  38  tftwfflltfr  sitfit^o*J4«»  x^*****!  "^    "      "  -    ♦■=-  *^«  ^* 

-iflfi  Be»s  •  i*  ^^i  -so^  wrtmL?  c  ten*  e»»e'  ai-f  oJ  .^oad  .'./.■< 

a^^r  .^1-rl  -:  -^rffli  liJt^/  ^srtfic'  l^'d  —liL 


48 


being  out  by  a  baseman's  splices* 

At  this  point  I  vlah  to  offer  a  tevj   sugsestiona  as  to  ^Rfeat  to  do 
smd  Tiiat  not  to  do  vrith  runners  on  the  bases. 

If  a  rtmner  Is  going  to  steal  before  tvo   are  out,  the  best  time  to 
go  is  before  the  batter  has  tvo  strilces  so  that  he  (the  batter)  ma^  help 
out  by  swinging  at  the  ball  and  confoslng  the  catcher.  7/hen  the  grjne  is  close 
and  one  ran  means  maoh  to  your  toan,  a  safo  game  is  the  best,  ^th  the 
score  several  runs  in  your  favor  or  if  your  team  seems  far  outdistanced, 
you  can  well  afford  to  tide©  plenty  of  chancen  on  the  bases.  A  good  time 
to  steal  is  •v«hen  the  batter  has  two  strikes  and  three  balls,  especially  if 
the  batter  is  a  good  hitter  and  the  runner  is  on  first  base.  If  on  first 
base  with  two  out  and  xwo  and  three  on  the  batter,  always  go,  for,  if  the 
batter  gets  a  base-on-balls,  the  rmmer  vdll  bo  safe,  and  if  not,  no  hann 
■will  be  done.  Don't  let  your  player  steal  home  unless  thei^  are  two  out 
for  there  is  alwa;rs  a  chance  of  a  hit,  a  sacrifice  fly,  a  squeeze  plsQTt  or 
an  error  ■v^ich  vrill  give  your  team  a  run.  Many  times  a  steal  to  the 
plate,  if  the  pitcher  takes  a  long  wind-up,  will  confuse  the  defending  side 
and  start  a  rally,  especially  if  the  pitcher  is  inclined  to  be  nervous. 
The  steal  to  the  plate  requires  a  good  start,  a  fast  man  and  a  good  slide 
in  fi-ont  of  the  plate.  The  batter  in  this  case  should  remain  in  his  box 
and  the  runner  should  slide  in  front  of  him. 

Because  a  catcher  has  thrown  perfectly  several  times  daring  a  game 
is  no  sign  that  he  vdll  continue  to  do  so  throu^out  the  entire  game.  There 
are  times  vftien  you  should  give  the  order  to  your  players  to  steal  recklessly. 
You  munt  realisse  these.  l!any  games  are  v/on  by  just  this  sort  of  thing.  Get 
the  opposing  side  to  throw  the  ball  aroiuid.  Always  do  the  unexpected.  He- 


•B  r^t  »  "863.10  0  ;  ttii.;   ;'.- 

12  iata  Xiisrf  e»i*  " 

'     ~  ■  !  •«»«  m  »m^  obO-t:  pv1»  XI*»  HtlOK  tc-r-ro  sr/i 

^   ii  •  .    »..^ »  gj[  olttte  blva^z  t»^  -^^  n*t  ?k'.^ 
:/r«-fa  r^  Tso-^,  •K--OX  0^  infttis  &rJ;t  uyJ.    .X»vl»  «<nC  :«>'''    "'"-'*  '^■ 


I'l-  »  ii.if 


49 


raeniber,  on  a  hit  to  the  cat  fie  Id,  yoar  "boya  should  always  take  the  turn 
at  first  to  see  vSiere  the  ball  has  gone.  Don't  let  them  watch  the  ball 
after  hitting  it  or  vihile  running  to  first.  This  tUasB   time  and  your 
runners  hare  no  time  to  lose  on  a  olose  play  at  first  base*  This  is  a 
oommon  fault.  Your  coachers  on  the  base-lines  must  instruct  the  runners 
liiat  to  do  and  the  rxuxners  must  listen.  On  a  two  or  a  three-base  hit, 
the  nmner  vdiile  rounding  second  should  look  to  see  TAi«re  the  ball  is  as 
this  determines  whether  or  not  he  can  go  further. 

^'ith  a  fast  man  on  first,  if  the  batter  can  draw  the  third  baseman 
in  with  a  bunt,  the  runner  on  first  can  make  third  safely.  Good  Judgment 
is  required  on  this  play.  Third  basemen,  on  the  other  hand,  most  learn  to 
get  back  to  their  base  quickly  on  this  play. 

On  fly  balls  tp  the  outfield,  with  no  one  out  or  one  out  ajid  a  runner 
on  third,  always  keep  the  runner  on  third  base.  If  the  ball  is  cau/^t,  he 
can  start  for  home  on  the  catch,  and  if  it  ia  a  hit,  he  can  easily  make 
it»  Runners  are  very  apt  to  get  anxious  and  start  for  the  plate  immediate- 
ly, and  then  have  no  chance  to  get  back  to  the  base  to  make  a  stai^  for 
the  plate  riben  the  ball  is  caught. 

On  a  short  fly  to  the  outfield,  with  runners  on  either  first  or 
second  or  both,  runners  shotild  lead  off  a  good  distance  to  the  next  base 

> 

(depending  on  the  length  of  the  fly),  for,  if  it  13  caught,  they  can  get 
back  to  their  bases  easily,  and  if  it  is  missed,  they  can  advance.  There 
is  no  chance  of  advance  as  on  a  sacrifice  fly  in  such  a  sittiation  as  this. 
In  this  same  case,  with  long  flies,  the  runners  on  first  and  second  should 
hold  their  bases  and  advance  as  the  catch  is  made* 


at.,  <Kf 
'     -aid*  fl*4*ft  E«o  la's!!  oo  teawrt  «tJ   ,  ■<'' 

•so/^  t'Shim  ■'  o>'*'-    '» /  ae**;  arid  a^  itaiuf  ilD  flr  cvaiI  aeri*  Jo*  t'CX 

•  .*?!. 

c^  i«sB  oo«laf  ftl  4t  '-  r'.oa*  K«*otf  xloK^  >:  ^.ist 

'.\liti»6ti   imrtiUt  AflW    ^fa^^'r    IT,-,    o-r*<-P"L-.    ^ijt    ,  n  f    r  5  ^>i     .■•■■u.XO    0^11    bIi'^*    ."I 


60 


The  start  a  runner  can  get  to  the  next  "base  la  ererythlng,  either 
on  a  steal,  a  sacrifice,  a  hit  or  a  ground  ball  of  any  kind.  This  is 
irsportant .  Remenfl>er,  that  in  "baseball  as  played  by  others  than  profession^ 
als,  the  chance  that  a  runner  Tdll  advanoe  to  the  next  base  on  a  play 
iibar»   a  perfect  throvr  is  necessary  to  get  hiin,jds  greatly  in  his  favor. 
Perfect  throws  ai'e  not  coiniaon  in  teams  that  do  not  make  a  practice  of 
playing  to-gether  for  loaig  stretches  of  tLne,  and  this  is  Just  the 
reason  that  in  aciatetir  teams  more  bases  ean  be  stolen  than  in  profession- 
al teams.  Without  long  practice,  thwe  Is  an  element  of  luck  in  perfect 
throwing.  Even  with  professional  teams  one  sees  poor  long-distance 
throwing  In  almost  every  game.  Is  it  any  wonder  then  that  teams  composed 
of  boys  fall  In  this  particular?  Don't  expect  too  much  of  your  players. 
Baseball  Is  a  gajjje  of  the  most  exacting  skill,  and  skill  requires  long 
and  continual  practice. 

FISLDIBS  THE  VARIOUS  POSITIOHS. 

It  cannot  be  expected  in  a  treatise  of  this  sort  that  every  possible 
situation  vftiich  arises  ir  baseball  can  be  dealt  with.  Hew  situations  arise 
in  each  game  and  rnast  be  solved  at  that  tinie.  Howovor,  I  -will  attempt  to 
'deal  in  a  general  •way  with  many  of  the  moat  common  situations  and  vrill 
discuss  the  work  of  the  defensive  team  at  this  point* 
The  Catcher. 

Sooe  one  has  said  and  I  think  the  remark  very  applicable  that  "if 
you  have  only  one  nan  on  your  team  with  brains,  make  him  into  a  catcher"* 
The  catcher  is  the  pivot  man  of  the  team,  the  man  on  whom  everything 
really  depends  and  the  only  man  rho  has  the  -s^ole  team  facing  him.  For 


?..'    -s- 


,*> 


•    ■     ■*•: 


■sc'i    ,«>i;|fB<;K^  \-:3rtt  *MO«-^i'S 


;->    A»T« 


•     i-.CT    r.I*^   To 


1*  «  r : 


{•< 


a  enactor  sytMSOt-^^ 


•SS-V50-I 


:l    fiSV    ^  > 


^ 


•*-r  .ortf-  i-joa  -  ~s\o  .^  -    i;:us  oJjO&-if*ft  v-- 


51 


this  reason  he  Is  the  man  vSio  should  give  the  orders  and  flash  most  of 
tax*  signals  to  the  fefensive  team.  Ho  shotad  be  preferably  a  pretty 
heavy-set  man,  althoueh  this  does  not  always  apply.  I  have  seen  a  mnriber 
of  good  catchers  of  sli{$it  build  who  ciade  good  receivers  and  wore  ex- 
cellent generals.  The  catcher's  position  on  a  baseball  team  is  quite  on 
a  par  \vith  that  held  by  the  quarter-baC^  on  a  football  team.  His  mechan- 
ical ability  is  only  one  phase  of  his  position  and  ishile  his  mechanical 
mistakes  are  seriotis  at  times,  they  form  no  criterion  by  •which  to  Judge 
him.  His  greatest  errors  are  those  of  judgnent,  and  his  worst  blxaiders 
are  those  iRft4''^  ^®  ordinary  individual  dpes  not  charge  against  him  and 
rarely  ever  notices.  He  not  only  mast  direct  the  pitching  and  signal 
for  each  ball  and  for  each  play  with  rxmners  on  the  bases,  watch  runners 
and  signal  the  pltdier  to  make  throws,  but  also  he  has  innumerable 
dhanoes  to  throw  or  not  to  throw  iBfaen  the  sli^test  hesitancy  on  his  ;^ 
part  Tdll  nsean  defeat.  ■  ■ '\i..i  i' iJi'Ui,' ^  y;- 

,  ,   The  catcher  most  tnafec  a  study  of  the  batter  even  more   closely  than 
does  the  pitcher.  Kost  pitchers  prefer  to  pitch  to  orders  rather  than 
assaiio  the  responsibility  of  changing  them.  The  catcher  mast  be  able  to 
steady  a  pitcher,  must  put  confidence  into  him  and,  when  the  pitcher  is 
in  the  "hole",  it  is  the  catcher  who  has  the  opportuiiity  of  pulling  him 
out.  The  pitcher  sJiould  not  use  his  best  ball  until  it  is  needed.  If  he 
is  getting  along  all  ri^t  without  his  best  assortment,  he  should  toeep 
that  in  reserve  to  use  in  the  pinches,  '2he   aim  should  be  to  get  the  first 
man  up  in  every   imiing.  It  means  mach  to  the  defensive  team.  ?he  catcher 
BBiot  see  that  the  infield  and  outfield  are  playing  correctly  and  should 
lode  around  whenever  a  nev;  man  comes  to  the  plate  to  see  that  things  are 


..oniu   :ui^  {Utf  'j^*  si  at!  acas'.tin  qIiS 

■ae  .ir«»i  T3ia  ♦if* 

'          '  ne  ir.l    ■         ■  *    ■         ,;  ".cl 

".•:':.«ir.\*:/V^liifc^Ii'.^..  Ja&l^:;=:I«  -_    ....      ..    .  -  -i  3o«  tus  :>y«a  o^f  3ccr'..;.tc- 

';;•*,■',.'  '■  ;  ..; .   >••''  .l/volofi  xa&w'.i  11*/  .-'iSi 

r    •  '   ■-■-'•   '    •'-foL-^'Tv    ■. '     '    '  l\  oi  •r>''  ••'     ""  •                    ■'*  «i^'*J 

itcad  tirf  *  lais;).;.^.             .    list 
•tetl'i  a.*:               o^  ,.a            '             •                 -'"'     ■     *>•   =a^   v-    --.. ,  :;-  w.»lJ 


'  3.V 


BZ 


all  ri^t.  On  fly  balls  anjnftiere  near  him,  the  catcher  most  call  the  play- 
er to  take  them.  He  ahoxild  bear  in  mind  that  on  hi^  foiila  near  the  plate 
the  ball  always  oiirves  toward  the  pitcher.  Consequently,  get  'well  back 
and  come  forward  on  the  ball. 

Coaches  ahotild  give  catchers  plenty  of  practice  on  fielding  short 
bunts.  As  a  general  thing  this  is  neglected.  Tlien  batting  to  infield  in 
paraotice,  give  the  catcher  a  short  bunt  to  field  sis  often  as  any  other 
player  gets  a  <ihaiice.  Have  him  practice  throws  to  first  base  on  these 
plsya  both  inside  and  outside  the  diamond,  as  in  a  gaijos  he  imist  decide 
quioldLy  Tftiere  to  throw  the  ball  in  order  to  avoid  hitting  the  nxmmr* 
He  should  call  to  the  first  baseman  "inside"  or  'outside"  as  the  case 
may  be,  so  that  the  first  baseman  can  shift  accordingly. 

As  to  the  mechanical  part  of  the  catcher's  position,  he  should  be 
wall  Ttp  under  the  bat  but  not  so  close  as  to  interfere  vdLth  the  batter, 
and  ahotild  loaka  a  target  for  the  pitcher.  Catchers!  Keep  your  fingers 
tej^gettiBr  said  straight  so  that  if  a  foxil  tip  hits  them  it  will  be  as  a 
vfeole  and  not  damage  one  finger.  A  foul  tip  striking  the  hand  with  the 
fingers  spread  will  do  mach  more  damage  than  if  the  fingers  are  to-gether. 
(Etchers  must  learn  to  remove  the  mask  quickly  on  fotil  flies  and  throiw 
to  the  plate.  Some  consider  it  good  baseball  to  att^jiist  to  block  a  nan 
at  the  plate.  I  do  not.  It  is  beating  tlie  spirit  of  tlie  rules  of  the  game 
if  not  the  letter,  and  is  morally  wrong.  I  would  advise  agsdnst  it  if  for 
no  other  reason  than  that  It  is  dangerous.  The  catcher  is  usually  the  best 
or  one  of  the  best  players  on  the  team  and  vtiy  risk  injtiry.  Play  the  plate 
the  same  as  any  other  base  with  the  feot  spread  on  each  side  of  it  facing 
third.  Then  the  ronner  must  slide  into  the  catcher's  gloved  hand  holding 


■•r  IIM 
■  ^rii  -  ocnc  tee 

•«f  ^o 


:^  tux    ■  :.^ti*'  tt)  "oii.. -       .,•■...       .  ^j :;  ..J   ;>.'  11^ 


e»fi    ', 


V 


■  .  ■•f\    cere    •J'iJWBft    JCpQ    2\       ii'-CTA- 

•art  •-■'  -•■'-'■-  ^  '- 

.vUtH 


the  "ball.  The  catcher  has  Just  as  good  a  chance  to  put  the  rtmner  out 
this  •way  as  by  the  more  dangerous  hloxflclng  n»thod. 

The  catcher  must  he  doubly  wide  av.^a3ce  with  men  on  the  bases.  Practice 
continually  on  throwing  to  bases  to  cakoh  rtmners  smd  do  not  hesitate  to 
"cut  loose"  to  keep  the  rmmers  huggine  the  bases*  To  the  catcher  I  -would 
flay,  "  Make  runners  feel  tliat  they  ■will  surely  be  caught  if  thoy  play  too 
far  off  the  bag."  A  play  of  this  kind  requires  a  wuste  ball  from  the 
pitcher.  It  should  be  shoulder  hi^  and  outside  for  thro-ws  to  first  and 
seozmd  and  the  same  inside  for  thro^ra  to  third* 

A  few  exaianles  vdiich  will  serve  to  illustrate  some  of  the  thpowB  a 
catcher  can  nmke  with  raen  on  bases  will  be  given  under  the  heading  '♦Team 
Work". 
The  Pitcher. 

Coaches  should  see  that  their  pitchers  get  lots  of  practice  in 
fielding  bunts,  and  covering  first  base  on  wide  ground  balls  to  tLo  first 
baseman.  Instruct  your  pitchers  to  back  wr>   the  basemen  on  all  possible 
plays.  If  the  play  can  be  made  at  several  pJ^cos,  the  pitcher  should  Choose 
the  most  likely  or  the  one  nearest  hoine.  In  baokint"  tqo  he  should  play 
about  twenty  feel  behind  the  baseman.  If  he  is  nearer  than  this,  there  is 
a  Chance  that  the  ball  will  get  avay  frcsn  hira.  Have  your  pitcher  cover 
btmts  toward  third  ^en  there  will  be  a  play  at  third  base*  It  is  one  of 
the  duties  of  the  pitcher  to  see  that  the  runner  touches  all  the  bases. 
Left-handed  pitchers  should  practice  on  a  deceptive  balk  motion  toward 
first  base  and  rigiit-hajiders  should  practice  the  same  toward  third  base. 
Advice  to  Pitc^xere. 


»**   n  j't.?!- 


i-fj  <s<:>*^f   t;*<s   B . 


atA?      4  QOC'i' .  .<{      4-0>'  i* '  ' 


■MTT 


«     -•OTt 


.-«FU 


-  Jaa.  :•■ 


•it. 


54 


Never  intentionally  put  the  ball  in  the  "groove".  V/ork  for  the 
comers.  Try  to  get  your  curve  "ball  to  hreak  low  on  the  outside  comer 
and  your  fast  ball  either  high  or  low  on  the  indide.  Acquire  the  use  of 
a  slow  ball  or*»change  of  pace". 

A  choked  bat  usually  indicates  weakness  on  outside  balls;  bats  held 
at  the  end  may  indicate  weatoiess  on  inside  balls.  This  of  course  depends 
vpon  the  way  a  man  stands  at  the  plate. 

Keep  the  ball  on  the  outside  comer  for  batters  who  pull  away  trom 
the  plate. 

V/alk  a  heavy  hitter  to  gjat  a  weak  one.  It  is  good  baaebnll. 

Romoiaber  vflio  hit  the  hardest  and  viiat  kind  of  a  bill  he  hit. 

Don't  thi'ow  easy  to  bases.  There  is  more  chnnce  of  throwing  the  ball 
nay.  Toss  v^en  you  are  close  to  the  baseman. 
First  Base. 

A  tall,  raney  man  on  first  base  nisiccs  a  good  target  for  the  rest  of 
the  infielders  and  gives  them  confidence.  This  does  not  moan  that  you 
naiat  alv;ays  piok  out  such  a  man,  but  other  things  being  equal  ho  is  your 
best  man. 

The  hardeit  thing  to  teach  your  first  baseman  will  be  how  to  shift 
his  feet  on  throws  so  that  he  will  not  cross  one  leg  over  another.  Have 
Mm  practice  taking  everj'  throw  ^vlth  the  base  between  his  feet  and  then 
shift  the  feet  by  a  hop  from  one  side  of  the  base  to  the  other  according 
to  !;he  throw.  A  diagram  vdll  illustrate  this. 

Ordinary  Right  Shift  Left  Shift 


AS 


••aiol 


sJagBis 


•^(t^ 


id 


■  AtiSr"**-- 


UTJ    *«'     ' 


*'VSKfvCiHf   A-fc*    .■>*        r.«.^    ^T-     • 


ni.i^   yf  -TQ'     ' 


^  -P        u ..         &w 


w 


This  inust  bocoE©  a  habit  with  the  first  baseman  so  that  he  ydll  almost 
do  it  without  thiriJclng.  Otherwise,  ho  -will  be  paying  more  attention  to 
his  feet  than  to  catching  the  ball.  The  ftrst  baseman  mast  become  so 
fsmlllar  with  the  position  of  the  base  that  he  can  locate  it  with  his 
feet  almost  by  instinct.  V.feen  J-omping  for  the  ball  he  should  come  down 
■with  the  feet  spread  so  that  one  foot  will  touch  the  base.  Quite  often  a 
first  baseman  will  have  to  use  his  gloved  haad  alone  in  talcing  throws. 
One-handed  catches  are  all  ri[$at  in  their  place  but  they  should  not  be 
jtoda  30  habitual  that  two-ha&ded  catches  oamiot  be  made.  Don*t  let  first 
basemen  use  one  hand  T^hen  two  can  be  eimjloyed. 

On  a  bad  throw  the  first  baseman  should  not  stick  to  his  base  if 
thore  is  any  possibility  of  the  throw  getting?  away  from  him.  It  is  better 
to  loose  the  man  at  first  than  to  run  the  risk  of  missing  the  ball  and 
of  the  runner  ta2d.ng  second  or  tJiird. 

"hen  the  first  baseman  has  fielded  the  ball  and  Is  running  to  first 
to  put  out  the  man,  if  the  play  is  close,  a  good  way  of  avoiding  a  collision 
Is  to  slide  into  the  base  feet  first. 

Probably  no  two  first  basemen  play  the  position  alike,  but  the  common 
method  of  playing  the  base  with  a  runner  on  may  be  illustrated  by  this 
diagram,        ,  giving;  the  runner  the  portion  of  the  base  away  from 

the  diamond  and  allowing  the  baseman  one  step  noarer  the  field  of  action 
with  ease  of  movement  on  both  sides  of  the  base. 

It  is  hardly  possible  to  indicate  the  exact  spot  on  T*.lch  the  first 
baseman  should  play  with  no  runner  on  first.  A  few  suggestions,  however, 
mi^t  aid  the  young  player  in  determiniiig  the  spot. 


F,y 


0£    S^QC"/" 


^  ^  erf,*  :fcti»  i^lci&i  «  «TO<»«cf  *etsa  ale:: 

.  •  taodftf 


:«Ta   IX- 


»£r^  ;sd  fc«;^;W*Ri- 


t-"-* 


.->.;»    ;-.r  f.      -^   r^ii  fi    .0'' 


» 


Play  deep  on  a  fast  field  and  come  In  on  %  slov?  field.  Ordinarily, 
play  more  toinard  the  line  and  deeper  for  a  left-handed  hitter  except  v.lien 
a  fast  pitcher  la  vrorldLnE;»  then  more  tomird  second.  For  a  rl^t-handed 
batter  play  more  toward  second  with  a  sllf^t  change  to  the  line  for  a 
fast  pitcher. 
Second  Base. 

This  position  has  often  been  called  the  ^ystone  position  or  the 
pivot  position  of  the  Infield,  probebly  bocouse  the  second  baseman  has 
more  Trork  to  do  in  conneotior  with  the  other  i^ieldora.  ]?or  exangplo, 
he  ehonld  cover  second  on  double  plays  fron  either  third  or  short  and  must 
cover  first  \*on  the  first  bfiseEian  has  i.ono  lu  after  a  btmx.  He  most  have 
a  x>erfoct  vmderstandiijg  vdth  all  the  other  infielders. 

•The  saiao  general  rules  apply  to  his  position  of  play  vlth  nobody  on 
the  bases  as  they  do  to  the  first  bp-sernan.  Ordinarily  he  should  play 
oloser  to  second  than  to  first,  cone  in  on  a  slow  field  and  hi^dle  all 
slov;  hit  balls  to  tJie  right  of  the  first  baaoman  thiit  the  first  baseiaan 
nil£3it  roach  but  rould  have  to  throw  to  the  pitchei'  covering  first  base. 

Vith  nobody  on  first  the  second  baseinan  should  bade  up  Utrst  on  all 
balls  fielded  by  the  catcher,  pitcher  cr  tMrd  basonian.  He  Bhould  cover 
first  vihenever  that  player  leaves  it  either  to  field  a  bunt  or  catch  a 
fly  ball. 

'The  usual  thine  Is  to  havo  the  aeoond  br^eman  take  throTna  at  second 
from  the  catcher  -vibBn.  a  ri^t-handed  hitter  is  at  bat  and  back  tip  short 
vftien  a  left-handed  hitter  Is  up  and  the  catcher  throws  to  second  for  any 
reason.  The  second  baseman  must  play  a  little  closer  to  second  vSien  there 
Is  danger  of  a  man  stealing.  He  should  al-vvajrs  make  sure  that  second  base 


;^-o-i  ^•s.rs'.i  \;sX',    *iJJ"i:iO 
•5^-       -  


(fc**   e<J^  vf 


LIS  r  1^ 


-■7.  ■    ftS    Wf    «»■■■ 

:  «otr  si-'   if 


,  ,  .^        *»l->' 


57 


is  covered  \ahen  there  Is  a  possibility  of  a  play  there.  V-hen  second  and 

Aort  ar9  Jockeying  a  rornier  on  second  base*  the  pitcher  imiat  give  them  a 

chance  to  start  baclc  to  their  positions  before  pitching  tho  ball,  Othei— 

wise  there  la  a  big  "hole"  in  the  infield  and  a  heady  batter  may  make  a 

safe  hit  by  placing  the  ball  in  the  "hole". 

On  long  hits  to  rl^t  field  or  rif^t-center ,  the  second  baseman 

should  go  out  to  help  relay  hits  to  the  infield  or  to  home. 

In  covering  second  on  an  attempted  steal,  both  second  basenan  and 

* 
Aortstop  shotild  cover  as  per  the  f ollovTing  diagram:  -  L  77  R  .  ^his  matoes 

the  lomuor  allda  into  the  ball  and  offers  the  beat  opportimity  for  put- 
ting tlie  ball  on  tlifl  rxaxoBv*   On  double  playo  r.'here  the  second  baseman 
covers,  he  should  step  on  the  outaido  of  tlis  baoo  with  the  rlP*it  foot,  then 
•way  firom  the  line  to  be  out  of  the  ijay  of  the  rttnner  and  throw  at  the  sazne 
time. 

Waau  playing  for  a  man  at  the  plate,  the  whole  infield  should  come 
In  dose,  generally  about  three  to  five  feet  inside  the  base-line.  All 
infielders  sliould  be  taui^t  to  -watch  for  tho  good  boond.  The  bail  should 
be  taocen  after  it  reaches  ItBhi^tiest  point  in  the  arc  dsifcribed  v/hen 
bounding,  preferably  just  before  it  again  touches  the  ground. 
Shortstop. 

This  position  req^iiros  that  the  player  be  In  coTistant  co-operation 
■with  the  second  baseman.  Both  rmst  get  used  to  each  other  wid  toiO'T  in- 
stlnctivoly  \'4uit  the  othor  fellor  I3  going  to  do.  The  shortstop  la  ordin- 
arily and  sliould  be  faster  than  the  second  basernan  and  should  have  an 
excellent  thro^vlng  arm.  He  must  be  able  to  got  the  ball  BTjay  fast  and 


>r  n-.\ 


fliit: 


«i     STCr 


:<•.    %: 


.ti  2S 


^.m    7     >.    -w*  ,-:         A      _  -^    •».  ' *   -  .  »  S  ■ 


frl  tt     • 


■■•■ »    ■*'--*^    <■•-■  '  ■■->9t  r-C' 


ns 


i:u    XiaTABi      .  1 


•tee- 


«.^- 


.(♦    «».-   •'r  VI- 


decs  tiu^tl 


58 


throw  from  any  position.  After  stoppine  a  fast  Grounder,  holdi^  the  ball 
Is  many  times  dlsaatrous  "both  as  to  gettinc  the  rrmner  on  first  and  as  to 
accxiracy  of  throw.   If  the  throTrx  is  gotten  away  fast  and  is  a  poor  one,  the 
first  "baseman  may  leave  his  hase  to  get  it  and  still  put  the  runner  out. 
This  la  not  true  of  corarao  vfhen  plenty  of  time  Is  taken  to  malce  the  throw. 
'    ■     In  playing  for  a  double,  toss  the  hall  shoulcler  high  to  the  second 
liwnan  vflion  near  the  hase,  and  ■vntoon  "rery  olose,  within  two  or  three  steps, 
the  shcrtstou  should  touch  the  hase  hinself  aad  step  out  of  tlie  vray  to  throw. 
T?hon  he  covors  the  base  en  a  double  play,  he  should  be  In  motion  ^'fcen  he 
catches  tho  ball  on  Iho  base.  C^iis  iwijces  a  faEter  play. 

The  ahoi'tatop  oliould  talce  all  fly  balls  back  of  second  base  for  he 
is  rtcaninL'  on  the  eicle  of  his  gloved  hoird  and  cin  therefore  mcke  the 
oatch  noro  sui'ely* 

RiL,ht  here  let  me  say  that  Infielders  shoxild  take  all  fly  b&lls  they 
oac  got  their  }i.Jida  on.   Ooaohss  should  InBlst  that  thic  be  the  invariable 
rule  30  that  tliai-e  v/ill  bt>  no  collision  with  outfielders*  On  balls  to  the 
ricii^;  of  second  bace,   the  sov-ond  baseman  most  call  v^io  is  to  take  It;  on 
t>ifi  loft,  tJie  shortstop  sliould  «all.  As  a  uaiial  thing,  the  Bhort>stop 
taloea  all  fly  balls  baclc  of  third  base  becsuoe  he  plays  deeper  ioid  does 

not  h/ive  to  ma  directly  ba-ok  to  get  tliem.  ^here  should  be  a  definite 

,lng 
tznorro".  ;•'/ to  this  effect  witl.  the  third  br^joman,  although  f,ood  jiidgnent 

TtJttst  be  used  as  the  third  baseman  is  in  the  best  posltlou  in  sortie  instances. 

The  shortstop  plr-ya  deeper  for  right-handed  hitters  tlian  for  left- 
handers. V/'lth  fast  pitchers,  he  should  T?ork  r.ore  to  tlie  left  for  ri{^t- 
handed  hitters  and  vice-versa  for  left-handed  hitters. 


art*  »*tTO  "t-  -ra*Eifi^  »tJ.»  tl  •«««»• 

itri  out*  t»q  XJClla  £««  Jl  tosj  o*  aaatf  cii  emf  r  ♦oifS 


.iwr»fr£<»I^tfiw  ^ 


«. 


Tt^'O'^b  wser^   .-toflt   »«>  - 


.,8ffi- 


1  asan^and  .fyiifH  Aii? 


-tffci'j  T^-^ 


.»ia«iri.^  WTW-  -^ 


59 


TTith  a  r:eixi.  on  first  the  shorteto]?  should  oovor  second  on  "balls  fiald- 
od  by  the  catcher,  pitdier,  first  or  sacond  basemon  to  tlxe  left  of  second 
"base,  "being  in  a  bOtter  iioaition  to  tiu'ow  in  oaso  there  la  a  possibility 
of  a  double  play.  He  alioxild  back  up  the  third  basonian  on  throvm,  fly  or 
ftttil-fly  balls  and  should  see  that  third  baao  is  never  left  uncovered 
TBbien  there  is  a  possible  play  at  that  base.  Also  Tdth  a  runner  on  first 
aa&  a  left-lianded  hitter  up,  ho  aho-old  cover  second  on  an  atten?yted  steal. 
If  this  i)lay  is  tiimod  into  a  Mt-and-rvm,  there  is  a  gi-eater  possibility 
of  the  ball  eoing  to  the  second  baseoan  than  to  the  shortstop* 

¥tam.  a  namer  is  on  second, t^e  shortstop  should  play  constantly 
behind  him  ?Jid  •worry  him.  There  should  bo  a  sicnal  for  a  throw  froca  the 
pitcher  to  catcli  this  rtmtier.  Either  pltchor  or  shortstop  jreiy  give  the 
Bi0ial  by  some  raovoment  of  the  glove,  head,  eyes,  feet,  etc.  or  the 
Cf-tcher  may  give  it  to  both,  but  in  any  case  it  ninat  be  ansv;ered. 

On  slov;  hit  ball?  thrcu<jji  the  pitcher's  box,  the  shortstop  coming 
In  fast  should  field  theni.  Shortstops!  'Jo  after  everything  yox'  can  lay 
your  hands  on  and  don't  be  bothered  by  the  possiblity  of  an  error.  With 
a  runner  on  second  ?.nd  none  or  ono  out, play  a  ground  ball  to  catch  the 
I'uimer  at  third  unless  it  is  very  slow.  Tliae  and  again,  the  shortstop, 
by  a  motion  to  throw  to  first,  can  maJco  a  rumier  on  •econd  start  for  third 
and  In  sucJi  a  case  tr^p  hln  betYrccn  second  and  third.  This  requires 
quick  thlnldne  on  the  part  of  the  shortstop  and  a  Imovdedge  of  the  mnner 
as  to  whether  or  not  he  v.lll  take  chances. 

All  Infielders  should  stucly  the  batter,  hla  habits  on  the  "bases  and 
the  general  direction  in  7±ilch  ho  hits  thn  ball,  and  then  play  accordingly. 
In  doln;?  this  the  infielders  rdll  no  doubt  play  out  of  their  accustomed 


e: 


.....  _         ,  .;f-    f:r:  ..-•o'^ 


i'Wl- 


-     rii^ 


.1     ?3'li 


>6    "SO   •  OJ'    «M 


60 


positions  many  times. 
TMrd  Baae» 

TMrd  base  has  oftsm  been  called  the  difficult  comer  because  of  the 
fact  that  the  basemas  plays  closer  to  hoir«  plate,  gets  man  y    hard  llne- 
di'ivos  and  the  ball  comes  fastor  flrom  the  bat  than  at  aiiy  other  position 
<ni  IflM  infield. 

On  btmted  balls  the  third  baswaan  lias  the  most  difflcnilt  throw  on  the 
infield  aajd  inoet  therofoire  have  the  beat  am  both  as  to  stronjirth  and 
acoTiracj%  He  must  study  the  batter's  Intention  to  b-itnt  and  jjlay  close  or 
otherwisQ  a.ccordlng  to  his  decision.  Ordi-iarlly,  his  position  la  on  the 
base-lirx-  aboat  twelve  feet  fror  the  base*  For  loft-hsmdfid  batters  he  plays 
in  closer  and  further  from  the  base,  v.ith  the  score  close  and  a  rnnner  on 
fLrst,  the  expected  play  is  of  coiirse  the  btmt  and  ho  shoiald  play  close 
fbr  that  accordingly. 

Biwtod  bajls  close  to  the  line  ttIII  ncTjally  roll  out  if  left  slone 
"because  of  thai  naff  th«y  aore  twistins.  vatch  the  brai  carefully  aud  let  1* 
roll  cut  if  possible.  Each  time  this  is  done  the  nossibilit;/  of  the  batter 
attemrptinr;  it  a  second  time  Is  lessened. 

On  slov:  hit  balls  to  the  sliortstop,  the  third  bttMottn  should  more  to 
the  loft  qulclcly  and  take  evorythinc  he  can  get  his  hands  on,  as  the  short- 
•t«p  pl«ya  docjp  and  will  often  field  a  ball  of  this  sort  too  slowly  to 
g»t  a  fset  runndr* 

?.lth  rujinsrs  on  second  or  first  and  second  and  less  than  two  out,  the 
third  ba«er»n  ciost  let  the  pitcher  cover  bmits  in  his  territor^r,  but  irrtmt 
use  his  Svtd&canii  as  to  \*ether  or  not  the  pitcher  -will  be  able  to  reach 


(::■ 


ar 


fftSi   i.i  ilASi-J    ^i*<5*    CW.'rf   •O^'i.    •**: 


•m  c--^ 


■T  -^    «„-or 


t  (jno 


iUi   :i;.  J    -^f^-.^iC    .Q   r 


*  '■*<.,'' 


•N  ■-  ^* 


^■'-'  -tcv  rr 


■>«  ■*:? 


-la  "JO 


than.  I'hlrd  Ijasemen  ahould  not  hesitate  to  go  after  the  b&ll  If  in  t?ieir 
^d0Ti©nt  the  pitcher  will  not  be  able  to  reach  it. 

On  hl0i  fliea  in  the  pltciher'a  territory,  the  first  and  third  base- 
ABn,  especially  the  third  haeenian .being  nearer  to  the  play,  shotild  get 
'Uiem*  The  pitciher  is  rcore  nearvroua  th&n  are  the  basemen.  Eence,  the  reason 
for  this.  Honerer,  basemen  should  follow  this  motto,  "DonH  butt  in  on  aa 
easy  pop-i?)  directly  in  the  pitcher's  hands".  TJore  than  once  things  have 
been  messed  up  on  this  Recount. 

A  bluff  throw  to  first  on  a  ground  ball  with  a  runner  on  second  will 

nine  times  out  of  ten  draw  the  runner  off  second  sio  that  ho  r^-'  bo  trapped 

bet^reon  bases.  T'atch  this  play  carefully.  Talce  a  look  at  the  r-imrar  before 

yon  bluff  the  throw.  Judifient  Is  renuireci  hero.  The  runnor  "ill  vary 

seldom  tiry  to  advance  on  a  hard  hit  ball. 

On  an  attenrpted  steal  the  third  baseman  shouJ.d  i?over  the  base  as 

L 
per  the  following  dlagriant-       /~~7*i»»    malting  the  iiinner  slide  into 

the  ball. 

On  sacrifice  flies  to  the  outfield  the  baaejnan  should  see  that  the 
>naB»r  does  not  leave  the  base  ahead  of  l?h©  oatchlng  of  the  ball.  The  -way 
to  iwtch  both  at  once  is  to  stand  outside  the  diainon*  with  t^-ie  runnor 
betneen  the  baseman  and  the  catch.  If  the  rmmer  leaves  ahead  of  the 
oatchlng  of  the  ball,  the  third  baseman  should  touch  the  base  'jdth  the 
ball  in  his  possession  and  call  for  a  decision  from  the  umpii'o.  Another 
duty  of  the  third  bassrnan  is  to  see  tlmt  a  runnor  on  second  touches 
third  on  a  single  to  the  outfield. 

To  all  infielders  I  irould  offer  this  bit  of  advice.  Throw  tlie  ball 
around  after  a  play  \rith  no  one  on  the  basoa  so  that  yo;rr  ar;a3  '.Till  be 


la 


•«•»«, 


iXJKXio: 


>2i'  11.    J-! 


">*   T"5T:^'.>r,      -i^" 


^vr:i%iJ 


'*Ht 


•jc^  in*' 


f- 


f»!  n-".«sii«v;'  ♦- 


3v'     CA 


'*      •?>sV 


"rfr^f 


-•.kT 


i    ^^WSQlf    ft  J  r.TL^'r-     -Sao 


10  ^r 


ev'^cov  ixc.ap  ao  ■♦ 


aj«  *8  ^«fc 


-/■■,  r  ■■ ;  f  * 


1/ 


^i  ir^  0' 


•rf  a*f  H 


The  Outfield. 

In  choosing  yotir  OTstfleld,  yotu*  fastest  man  should  be  played  In 
center  field  for  he  rmat  cover  more  territory  and  back  ixn  second  "base. 
However,   center  field  cannot  rePlly  be  frilled  the  hardest  to  play»  even 
ooiiaiderinf  the  above  fact.  The  rifiiht  fielder  hai  the  hardest  t;jrpe  of 
balls  to  catch  becsaae  of  the  vraj  they  cjurve  after  leaving  the  bat.   In 
most  amateur  teams  ,ho'««ever ,  the  strongest  outfielders  are  found  in  left 
and  center,  as  comparatively  fev?  balls  are  hit  into  T-ieJ^t  field.  Put 
yoior  poorest  thrower  in  ri^t  field  as  he  has  the  shortest  throv/  to 
walce.  Very  often  a  new  man  la  put  into  ri^'t  field,  liavlnf:  the  least 
nunA>er  of  chances  to  liandla. 

\'.hfin  left-handed  pltcaierf  are  ^rorlcing  a  dsfpendable  msja  should 
oomipy  right  field  as  more  chrjicee  cono  theii  than  vlien  right  handers 
are  pitching. 

It  is  often  the  case  in  hi£^  school  teana  that  the-  poorest  players 
are  relegated  to  the  outfield.  This  should  be  avoided,  for»  If  ball 
games  are  to  be  ■won  by  dapoadinc  on  somoone  beaidea  yoxu*  pitcher,   the 
cutfleldern  should  be  etrons-  Slow  outfielders  V7ill  give  your  opponents 
many  runs  ft  critical  iroaento,  %*iere  a  Tsst  outfield  would  out  off  the 
rxma.  Yofur  outfielders  should  be  looked  to  for  some  good  hitting  for 

« 

they  ere   the  ones  on  nhom  there  is  less  of  a  strain.  All  should  be  good 
on  ground  balls  and  should  hr.vo  good  thro'wing  arms,  without  a  strong 
thro'vlng  aaan  an  outfielder  ie  of  little  value,  at  least  so  far  as  fielding 
is  concorncd. 

I'here  are  tT?o  gonoral  ways  of  octchins  fly  balls. 


•:*►*  or' 


■■nr  JojiiRcri   Mai'J  in-tr-'.c  i;* 


;y   iieffst--'i^c     '»<>    i-o«V. 


.ft   .  I  ( 


i)l:- 


f; '.      . '  cj 


?.^i*<..'   Xoj  Oil 


.actio  *o  '^'^it^'i  .T 
>  St  :fr 


K-- 


joitiiii. 


-.'/(»   re*    ,^^,'*^■■^9   S  1 


r  EJifcrL. 


.*>Lu.a 


7QLr 


t*-'  •a/'Bi^ 


-*•*    rf- 


'  ru^y^-,  no 


J-00-f- 


«.«;  imr^u\^ 


!fr:    ff 


63 


!•  Let  the  "ball  come  Into  the  f^lorre  on  the  little  finger 
flide.  This  in  the  caaiost  and  fftorest  vwy  Rnri  halls  should  be  taken  that 
^tay  Mfh.en  possible,  exoe;;;;tin/';  of  cctcsc  balls  below  the  waist. 

P.,  Iiet  the  ball  oome  into  the  glove  on  the  ttoamb  side. 
Praotico  thie  method  most  a^  the  dlfficilt  catches  are  rrif>.de  in  this 
jnaroier,  as  for  example,  y/hen  coniTTp  in  flaot  or  ■when  rxnminfr  to  oitlior 
side. 

OattflilnfT  flies,  honwever,  is  tho  least  part  of  iho  "."ork  of  the 
otit fielders,  '^'hey  most  not  only  be  able  to  catch  fly  balls,  but  oatoh 
them    in  position  to  nake  a  thro".?  the  instant  the  ball  touches  tho  hands, 
itost  any  player  with  practice  cnn  be  tau^t.  to  SxvMv  a  fly  ball.  'i?hoy 
shoulil  become  ao  accxirato  in  this  judgnont  that  they  '.'.-ill  be  off  at  the 
erack  of  the  bat.  Be  sure  yoiir  pla.'reisget  In  the  habit  of  ■naing  two 
hands,  llever  lot  then  uso  one  hand  vaileBS  condition  are  sn,oh  that  the 
Will  oaiinct  be  rcacflied  in  any  other  ^ray.  Bench  ytntr  grandstand  players 
of  this  t^rpe  and  thoy  v;ill  soca  [s^t  over  it. 

Cfive  yoiir  outfielders  a  lot  of  practice  on  ^oxmd  balls  rjid  iialce  them 
rtm  for  the  bal-la.  Coaches  sro  very  apt  to  neglei;t  this  pliase  of  out- 
field -TOrk.  V,li6n  siving  fielding  pmcti  ;e  to  the  ontfialdors  malce  them 
rvo\  for  tho  ball  in  all  oasen.  Dropping  tho  ball  into  the  hands  of  the 
fielders  get  thera  into  bad  habits.  If  yoxir  outfielders  are  poor  on 
groTind  balls,  roalce  tllttR  get  their  bodies  in  front  of  the  ball  ;md  at 
least  stop  It.  Inatrai^t  jroor  outfiolders  to  get  the  ball  first,  then  throw. 

Tou  most  use  yoar  own  judgraont  yhoti  it  ^'iomts  to  the  outfielders 
bounoins  fhe  %r11  to  "bases.     If  the  sro^md  is  rourjh,  it  ^dll  not  be  policy, 
but  the  gioneral  rijlo  on  a  snooth  field  is  "bounco  the  ball  to  bases  and 


':.:;3C> 


cn-r.'r- 


.,«iS^: 


V.in     i    rTf^JK^     Cit 


.-i<T     IfJ 


:j  ti-AJj 


"    .«:• 


'J  ^J:' '      iTi'd    f^n 


•  ---•■*      i-:-f      - 


s  ?U 


iX/Hf 


ti  *<■     «r„^.'  ; 


*ifj 


:ir. 


1.1     Ip'-Tt   3tJ 


V* 


JOtf 


■i    ^    c■Ct:^    <Mt>  *'•  ' 


-tf 


«4 


to  the  plate". 

The  great  valtie  of  an  outfielder  lies  In  his  study  of  the  hatter* 
H«  isost  take  note  of  v^ere  the  hatter  hits  and  vihen  this  Is  discovered 
the  outfielder  should  play  out  of  his  natural  position  If  necessary. 
Outfielders  should  constantly  have  In  mind  weather  conditions*  such  as 
vrlnd,  clouda,  etc.,  the  hackgx-ound,  etc.,  and  play  accordingly. 

For  hl^  school  haseball  the  outfielders  shotild  play  fairly  close 
in  .  There  Is  very  little  danger  of  the  hall  going  over  their  heads. 
The  batters  are  not  sti^jng  enou^  or  accurate  enou^  with  the  bat  to 
dftlve  the  ball  a  great  distance.  Practice  the  outfielders  roost  on  going 
back  for  fly  balls,  especHO-ly  if  they  are  tau^t  to  play  close  In.  The 
player  In  this  case  must  turn  and  run,  and  not  simply  back  up.  Backing 
up  Is  a  clTBnsjr  way  and  player  are  liable  tft  trip.  They  should  turn  and 
ran  to  the  place  intoere  they  think  the  ball  7*11  land  and  then  face  toward 
it.  Some  players  become  expert  at  this  type  of  catching.  Others  -rill  ran 
looking  over  their  shoulders.  This  of  course  is  the  safest  way  for  In- 
experienced players.  IShen  catdhlng  a  ball  vlth  the  sun  In  the  eyes,  shade 
the  eyes  with  the  glove. 

There  Is  often  a  great  controversy  4n  the  outfield  as  to  v*o  vdll 
take  a  fly  ball.  The  shortstop  in  the  infield  should  call  on  his  side  of 
the  diamond  as  well  as  the  two  outfielders  Involved.  "You  take  It"  or 
"l  have  it"  for  the  outfielders  and  the  player* s  name  several  times  for 
the  inflelder.  On  the  other  side  of  the  diamond  the  second  baseman  shotdd 
call. 

In  practice.  Instruct  your  outfielders  to  get  the  ball  away  as  fast 
as  possible.  This  will  soon  become  second  nature  to  them.  Thejr  should 


>d 


.'•9ii;X'-r   aift  fit 
11    iOblfiiM'^''  .'-V    "3   «fX«'.-  od9 

hoc  .*.^  -'-ic^  arisn  tfeici  ^s^o  sJ         '       ■  ■i'T 

.     -     ^  •     -  — '  :4i 

♦«>  "J"  uv'  a.'  ."i  ad# 

vii  o«a2''  £rT;ar?A*  «su  v?  ^O'  -Q  *4^  rfrt  -v^^  '•v-«»  !•* 


practice  a  few  throvw  to  the  plate  evtjry  day;  alao  to  the  bases. 

V^lien  the  ball  la  hit  between  tvo  fielders*  there  most  be  a  perfect 
ttndei^tandlng  as  to  who  vdll  go  after  it  and  who  relay.  A  moment's 
hesitation  will  often  transform  a  t\7o-base  hit  into  a  three-base  hit  and 
a  three-base  hit  into  a  home  ran.  They  must  call  to  each  other  on  balls 
of  this  kind. 

The  outfielders  mast  assist  with  the  infield  work  as  mach  as  possible. 
Back  up  bases  \*enever  practicable.  Always  come  toward  a  base  when  a  plj^ 
is  being  made  there* 

In  throvdne  they  should  take  but  one  step  as  any  other  type  con- 
fOBiea  Just  that  much  more  time.  Men  are  often  cao^t  at  the  plate  by 
a  fraction  of  a  second  and  the  samo  Is  true  at  the  bases* 

As  has  been  said  before  Judgment  is  required  in  the  outfield.  You 
must  instruct  your  outfielders  to  figure  out  beforehand  v/bat  they  are 
going  to  do  with  the  ball  if  it  comes  to  them.  Let  me  give  an  exaiople. 
^'Ith  a  runner  on  second  base  the  batter  singles  sharply  to  the  outfield* 
The  score  is  tied  or  one  run  needed  to  tie  it*  In  this  case  I  would 
advise  the  outfielder  to  come  in  fast,  scoop  the  ball  and  play  for  the 
man  at  the  plate.  Try  to  cut  off  that  run.  V.hen  your  side  is  two  or 
three  runs  ahead,  take  no  chances  but  hold  the  batter  on  first* 


?d 


-^  •*•  ff9•^^    -erf)  tird  ttOH^i  tZ'--i:fn  -^til^  ati-hraw 

«>;^^^'tf  amf  6l  3MB»  la^  tee  tr^u>009  «  lo  r 


-iwurt,  iv .    ...,:in-'^ 

i^n  Col  ' 

ts  al  tfao 

> 

-J   r 

'-MU.< 

i 

'4"r,      ••;'■•■'.■;     ;au  »^ 

TV)    >. 


u 


The  General  siilftln,f;  of  the  Outfielders « 


* 
* 


Jt 


:  /  V"          >=.-, 

•  *  If 

«  « 

•  « 

•  * 


Soy  to  o(bari;< 

0  -  Theoretical  position* 

1  -  Shift  for  left-handed  hitters, 
r  -  Shift  for  ri^t-handed  hitters. 

L  -  Shift  for  BtronE  left-field  hitters. 

E  -  Shift  for  strong  ri^t-field  hitters. 

P  -  Shift  for  left-handers  vJiio  pop  over  the  InfAeld. 
]?otet- 

Thls  diagrSHi  Is  entirely  general.  Specific  instances  nrast  he  played 
differently. 


-j; 


a 


s 


« 


5^^ 


* 
* 


■  f     \  ♦ 

t  * 


—A. 

>  «  • 

* 

*  • 

*  i* 
■  ■               '               »  « 


.il&i^  '        '       -pieo  'S:^  Od^  feSCWltftf-^^r  no* 


67 


tea:!  wm.  asd  '♦dbips  basj^j'jj.'*. 

Baseball  ganos  are  iron  "by  team  work  and  "Inside  Tsaseball"  both 
in  the  field  and  at  bat,  notirtthataading  all  that  may  be  said  to  the 
contrary.  The  Importance  of  a  study  of  the  offensive  with  your  team 
in  the  field  or  of  a  atndy  of  the  defensive  with  your  team  at  bat 
oannot  be  too  Breatly  emphaaiaed.  Study  the  opposition  at  all  stages 
of  the  f^axDB.  The  coach  can  do  much  toimrd  keeping  his  players  on  their 
toes  all  the  time.  He  ahotild  work  with  tho  captain  and  hold  consul- 
tations as  to  the  best  xnethods  of  play,  etc*  The  coach  needa  the  vlaw^ 
point  of  the  captain*  and  should  not  be  arbitrary  or  dictatorial  In 
hla  attitude,  but,  on  the  other  hand,  he  should  make  the  players  feel 
that  he  is  chief.  The  players  inuat  respect  the  orders  of  the  coach 
if  things  are  to  go  smoothly.  Harmony  is  the  strength  of  all  insti- 
tutions. Obtain  hanaony  above  all  things  else. 
In  the  Fieid. 

Each  player  must  know  Just  Tihat  is  expected  of  him  on  the  de- 
fensive or  in  the  field.  He  must  have  defixiite  things  to  do  and  do 
them.  The  diagram  on  the  following  page  illustrates  the  ground  cov- 
©ired  by  the  infielders  on  the  defensive.  The  diagram  haa  been  taken 
ftrom  "Toucihing  Second"  by  Evera  and  Pullerton. 

The  combination  plays  riiich  the  infielders  may  njako  are  mmsroxut 
and  I  Tdll  cite  only  a  few  of  the  most  common  rfhiah  may  be  used  In 
hl(^  school  play. 
Breaking?  up  the  Double  Steal. 

With  runners  on  first  and  third,  there  are  several  plays  the  de- 


T^ 


..^* 


»/?_-_ 


WOi 


•;   vv^«;;iiJ.?i 


^'i  A- 


-  iw   iu  "i-".?rr  ■  "to  iJu  3: 

-Is-  '  "  .>^vt  »a  . *,£_!:: J  t»aj  iX^  fc^o; 

*  ft*  i  ^  f 


:ta   V 


■'f©5    J'.'rt??*- 


rii«a^  e 


■i#^Vf.'>'«5..r.''' ) 


••-.■  ,xi  riu::4^i- 


lOOL^i. 


-J*       _     -•,         f'^  >r^<v,    ■•,        r^   :  ^^    r»  ...^    !     <■  ■        J   <T"»        +.--«ft        r    ,-        »«r/-,f«lTJ|"J      dtUff 


68 


DIAGHJALl  ILLUSTRASiaG  THE  GtWWTD  COTSREP  BY  THB  IHFIELBEES  OH  THE 

DEFERS  IVE. 


A  -  normal  Position. 

B  -  Positions  on  Inmts  toward  first  base. 

0  -  PoaltioBB  on  btarts  toiuard  third  base. 

D  -  Positions  on  atten^jted  double  steal  ftrom  first  to  second  and  third 
to  home  vfith  shortstop  taking  the  throv;. 

E  -  Same  with  second  baseman  taking  the  ball. 

F  -  PositionB  Tshen  ri^t- field  hitter  is  at  bat. 

Cr  -  Positions  Then  left-field  hitter  is  at  bat. 

H  -  Infield  pnlled  in  to  catch  ronnar  at  the  plate. 


/ 


,x/i"'\ 


/ 


:  /     \ 

^        « 


..^. 


\ 


/ 


h%lz.i  hat  ixirys^u  »;♦  ^-iV, 


_.,.•*  r^i-»_'.    t»»---,  >    .•^•v.-."       .   -» -.n  »' »./-,-:   -.  g 


i-  a 


J4ai  mis 


caoriQ  >  S 


Ixrti  -  A 


S9 


fensivo  toaxa  can  niiie  to  "break  up  this  double  steal.  The  fo3roeoing 
dlagraci  illustratea  the  poaitions  taken  ty  the  Infieldera;  shortstop 
OOTors  second  and  the  second  baseman  comes  In  to  a  position  about 
fifteen  to  twanty  feet  in  front  of  the  base. 

1.  The  catcher  may  flfeip  the  ball  to  second  base  as  the  runner  on 
first  starts.  The  second  baseinan  either  takes  the  throw  or  lets  it  go 
thron{^  to  the  shortstop,  according  to  ^rfhether  or  not  he  has  a  chance 
to  get  the  third  base  runner  going  to  the  plate  or  playing  off  Ms  base. 
He  Is  in  the  correct  position  to  take  the  ball  and  thror,'  to  either  place 
and  shoxilcl  execute  the  play  fast.  The  throw  of  the  catcher  should  be  on 
a  line  Just  above  the  pitcher's  head. 

2*  The  catcher  may  throw  as   if  to  second  base  bat  low  enouf?h  for 
the  pitcher  to  takjo  the  ball.  The  pitcher  then  throws  quickly  to  third 
to  catch  the  runner  about  to  make  a  dash  for  home* 

3«  The  oatdher  mates  a  motion  as  if  to  throw  to  second  but  instead 
lAlpa  the  ball  to  third  and  the  runner, off  balance,  is  trapped  before  he 
can  get  back  to  the  base. 

The  Idea  in  each  one  of  these  cases  is  to  got  at  least  one  nan, 
preferably  the  man  on  third.  Per  perfov-.t  execution  this  play  requires 
laaoh  practice. 
Tlie  "Fake"  Play  for  a  Bunt. 

Suppose  for  exaarple  that  there  is  a  runner  on  .  fir«t  r.lth  nobody 
out.  The  natural  play  unless  the  offensive  were  several  runa  ahead  would 
be  a  sacrifice,  with  the  first  baseinan  dasliing  in  for  the  bunt  and  the 
second  baseman  covering  the  base.  The  catdier  calls  for  a  pitch  out  or 
a  «ute  ball.  The  first  baseinan  dashes  in  as  per  usxtal  and  the  cataher 


ttvglU  cs >' 


0  ivtjtA'!  t*J  too"'  •a'-rj'''  &.-»*•  JB^n 

r  .-vf  -^  •    IXft*f  *t  n*  Jfoi;  ■>»  ««£*  btI  ci  ea 

x^ohftf.^  *atf  "tent©*  »*  ««*J*  oJ  11  -  a*'  •* 

\^«cRKr  a^tt  SVilt  ■?]   utoi^J    :-;«i^  »'•  -aft  &99<f!TpZ 


70 


vaakBB   a  faat  throYr  to  first  base  Just  as  the  second  baseman,  on  the 
dead  run,  gets  there*  This  ^7111  many  times  oatch  the  namer  asleep 
or  off  his  halanoe. 

The  same  sort  of  a  play  can  be  made  at  third  vith  one  out  \then 
the  squeeze  play  is  expected.  The  third  baseman  dashes  in  and  the 
catcher  thro'WB  to  third,  covered  by  the  shortstop.  The  iranner  as  in 
the  prerious  case  is  maoy  times  caught  uneijqpectedly. 

In  each  of  the  above  cases  a  signal  is  necessary  'vdth  an  ans-ner* 
In  the  first  instance,  the  second  baseman  gives  it  by  some  motion  of 
the  body  and  is  ansYrered  by  the  catcher;  in  the  second  ezsm;ple,  the 
shovtstop  gives  it  and  receives  his  answer  from  the  catcher. 
Throw  from  pitcher  to  third  baae. 

A  play  that  was  used  with  great  success  by  the  1920  California 
Bseeball  Team  th&b   ime  TAilch  the  boys  developed  thaneelves.  With  a 
runner  on  third,  the  thtird  baseman  would  play  as  per  turaal  but  at  a 
signal  from  the  pitcher  v'ould  be  set  to  receive  a  throw  at  the  base. 
The  fitcber  in  this  case  makes  a  half-balk  motion  Just  as  a  left-hander 
does  to  first.  The  third  baseman  simply  dives  for  the  ball  and  touches 
the  runner-  I  have  seen  many  players  caa^t  flat-footed  because  of  the 
unezpeotedness  of  the  play.  Only  once  during  the  entire  season  did  the 
ball  get  away  from  the  third  baseman  and  cost  the  team  a  run.  This  was, 
as  you  may  well  expect,  in  the  crucial  contest  of  the  season.  The  gajae 
•as  only  won  by  the  Freshman  Team  in  the  last  half  of  the  ninth  inning. 
Yet  it  was  worth  while  taking  the  chance  for  the  score  was  then  tied 
with  only  a  runner  on  third  and  nobody  out. 


OY 


t;  ^  ftji   tfwl  »«e)4  •fvf.l'\  oi  rfottH  Je^ 

.-irtFT:  ir;  xttKi  £*i*  ijMS  .«i«<{#  8*aa  .jtw  fi*ob 

it&as  atf  sac  V    .        m  t'wa  «aa«  oa": 
ji»  Sc-'j  riT  t  'Si  •^«^^  ??«&.. £;p«  «^ 


I  «l<^  ^ 

R««. 

>¥i»fie  '^*  ^ 

.  ..-.r 

•       T*-^    0 

Banners  on  fir  at  and  second  vrlth  tvo   out. 

In  this  case  the  first  hasemazt  plays  hehind  the  nmner  and  at  a  ;. 
•igoal  the  oatoher  throws  to  first.  The  first  baseman  dashes  in  at  fall 
•feed  behind  the  runner»  receives  the  ball  and  traps  the  nmner  in  quite 
a  few  izustanees.  Care  nrast  be  talcen  on  this  pla;7«  however*  as  a  ^de- 
•make,  fast  nan  on  second  base  will  talce  third  easily. 

The  catcher,  by  quick  thinking,  has  many  opporttoities  to  catch 
men  off  bases.  He  must  know  •when  to  throw  and  -v^ien  not  to  throw.  Often 
with  a  runner  on  second,  a  fast  throw  from  the  oatoher  ^en  the  shojrt- 
stop  has  signaled  will  catcher  the  rvamer*   Let  xl3   suppose  an  exaciple 
•Aich  ft^quently  comes  up.  A  runner  is  on  second  and  has  too  big  a  lead 
tAttn  the  catcher  recelres  the  ball.  The  rtmner  is  almost  half-^way  to 
third.  Kow,  if  the  catcher  v.-ere  to  throw  to  second,  the  rtomer  by  a  good 
slide  woTiid  probablj  make  third  on  the  relay.  Or,  if  the  catcher  thromi 
to  third,  the  runner  could  retura  9aiely  to  seooad.  %hat  should  the 
OiMMB*  a©  In  this  case?  He  should  ran  into  the  disaaond  directly  for 
the  runner  and  force  him  to  gx)  one  way  or  the  other.  Then  his  throw  will 
gtt  the  runner  vftLichever  way  he  ^^oeo* 

Pitcher's  throw  to  second. 

v;ith  a  runner  on  second,  the  second  baseman  and  shortstop  should 
ICMp  him  oontinnally  worried,  first  one  running  in  to  the  base,  then  the 
other  when  the  first  tan  hae  started  back  to  his  position,  and  so  on.  If 
a  runner  is  getting  too  bier  a  lead.  It  is  desirable  for  the  pitcher  to 
throw.  This  he  nc.y  do  either  by  a  oigoal  from  the  catcher  or  a  set  of 
signals  betvnsen  hisiaelf  and  the  shortstop.  A  slriple  sisnal  from  the  catcher 
nay  be  made  by  that  player  placing  his  ri^t  hand  on  his  right  knee*  bent 


XT 


:.     4,  ■...,.',•■,      .<}     %,--,--.-r      H»ff   IBIH  ■     I  ••'to©    ..- 

S^e4  lite  «»«A</  hito-y^  ao  :taa(  i^a^   ,<vi»<n 

.    iK>;w   .w^*©;;?   »#   i'Kt  :r9<»"  fcanf  vof^-^  ff»  ait'fS^"  ;?'aH:"    JyjJT  sB   »«3b-^^    .10  ::«' 
-itaria  tag  sr  r^r^  wnsf-^  t«*fi  i«  ^«o*f8#  #0  tanafin  j»  rt^iw 

baoi  ^  *sisi  00^  »»al  ior  hm>?»»«  -  ' '  '  -^ 


Qjf  •EfiKo^Jcr  erf*  nt  »j|t5<^il-  JC  «  ^W  o&i  t>l  t«ta^  « 

ion'ri.C9  6itt  r*T?IJ:  Itta3.ic  »i*«;tais  «sf"   A*«>*i-i-i  aSiS.'J'cC  8*AX.'^ 


88  the  knee  is  bent.  (This  Indloates  that  the  shortstop  shottld  ran  to 
cover  the  hase  &nd  that  the  pitcher  shoTild  get  ready  to  turn  axA  throw. 
At  the  proper  instant,  that  is,  when  the  shortstoi>  ia  well  on  his  way  to 
the  "base,  ths  oatcher  lifts  the  fingers  of  his  hand  so  that  they  are  on 
a  direct  line  with  the  palm  and  not  at  right  angles.  The  pitcher  throws 
and  the  shortstop  has  ^st  reached  the  has«  in  time  to  get  the  "ball. 

The  set  of  signals  between  the  shortstop  and  the  pitcher  la  more 
OOTipllcated.  One  example  of  auch  a  set  nay  bo  cited.  The  shortstop, 
behind  the  runner,  spits  in  his  glove  when  the  pitcher  is  looking  his 
w^.  If  the  pitoher  wishes  to  throw  he  spits  so  that  the  shortstop  may 
see  him.  ?ho  shortstop  startes  for  the  base  at  that  signal,  the  pitcher 
faces  the  batter,  cottnts  three  at  abottt  the  rate  of  the  clock  tick  la 
seconds,  tttras  and  throws,  ^he  count  of  three  jxiat  sives  the  shortstop 
time  to  got  to  hla  haae  to  catidi  the  ball. 
?he  play  when  the  mnner  ia  tra-pped  between  bases* 

I«t  ^^a   suppose  an  examile  In  vihicii  the  rvmnor  is  trapped  between 
first  and  second  on  a  throv?  froni  the  i)ltchor.  There  should  be  tv»  men  at 
each  end  of  tho  play  to  tafce  tlte  ball.  At  the  second  base  eiiA.  the  short- 
stop and  second  baseioKn  are  handy.  At  tho  first  base  end  there  should  be 
the  first  baseman  md  pitcher  until  tho  catcher  comes  to  relieve  th» 
pitoher,  in  yfclch  event  tLe  pitcher  stationes  himself  on  first  base  to 
back-u,p  the  play.  After  one  has  tJnrown  the  ball,  he  should  step  out  of 
the  vraiy  and  lot  the  nest  throw  be  tairen  by  the  player  back  of  hia,  keep- 
ing T^  a  continufil  circle  so  to  speak.  The  rule  to  follow  for  players  is* 
"Always  run  the  man  back  to  tho  baeo  from  which  he  cane".  IThere  should 
never  be  a  runner  lost  by  this  asotlxod. 


aY 


.'  ■*        .,^L*> 


jbd  ©tf#  fjflfi  A3r5*->icii«  *»*  I*',  -^fc 

,-t  /"  *^  Ft  t^  t'  ,  .^-         .,  \.         1  -    -   -  --  J    « --  J  ,    _•  -  -  ,  * 


-:.c 


-    -.0  "i"     jftfsi,  -....< 

.,,^iigg(  ^  »  60  TOTsW  ^xtts  9dA  t^  &m  ^saw  &.'• 

.  ^<B(H(X  -    as  :iki*i  iVi'i  ojII  am  •■^s^^.ii" 


mCgfMTIQg  OF  THE  PLay. 

5«^ 


A  -  Kiamor 

#  ..  Uooibor  of  tLe  defonsive  team* 

-  Pai;h  or  ruuner  or  member  of  tbe  defoz^ive  tsagsi. 

.  .  Path  of  tlid  ball. 


*  -  Starting  poinL  of  tli9  ball. 

^en  a  rcmnor  Is  trapped  bettveeii  second  and  third,  the  second  haae- 
i,   shortstop  and  first  haseznan  should  he  at  one  end  and  the  third  hase^ 
jniftn  and  pitchor  at  the  other  end  (  third  hase  end  ) ;  or  the  shortstop  may 
iROve  over  to  the  third  bage  end, if  this  is  convenient,  and  relieve  the 
pitcher.  Still  another  vxaj  of  handling  this  particnlar  sitaation  would  be 
to  here  the  catcher  come  xtp  to  lelp  out  the  third  basemen  and  the  first 
baseman  cover  home  plate.  It  is  necessary  that  htsm  plate  be  covered  by 
some  one  in  this  casa.  If  a  runner  is  trapped  between  third  baso  and  hone, 
the  third  baseman  and  shortstop  cover  one  end  and  the  catcher,  first  base- 
nan  and  pitcher  the  other.  Two  players  at  each  end  can  work  to  the  best 
advantage,  but  when  possible  there  should  alvrays  be  a  player  stationed 


«v 


OI'S 


/ 


•«a 


.^?QV^s:m^: 


J- 


6< 


V 


L 


•^s 


// 


^>w 


r- 


— — "o 


■^46  «ft  Id  loX 


»Xijw-  'VlJ-  ^0  -W 


.-iXfi-J 


■wrj"©»f 


0.:  -:#T'^  ?v.M 


*#ifft 


iptw  erf  «'■ 


*wTr3 


'.  ttfit^ 


f*ro  -ovoo     'j.-crTa'"*? 


a«f^  TCrff  :i.i  bJM  «*e 


Tft 


<m  the  base  ftwa  lijffeh  the  runner  came  tjo  that  In  case  the  runner  seta 
"by  the  othor  tv?o  he  may  still  he  c^-ngjit.  T?hen  the  rramer  is  trs-irped 
"between  third  and  JncxaB   the  pltdh.er  should  play  at  the  plate.  If  there 
are  othor  rctnnBrs  oii  baass  hesidas  the  one  helTig  trapped  the  play  should 
be  such  as  nol;  to  leave  uncovered  aijy  base  to  '?fel(*i  a  riraner  ma,y  go. 

Oocaalenally  infielders  get  away  with  unique  hits  of  strategy.  For 
example ,  'sAien  the  hit  'and  run  play  is  atteiopted  and  the  batter  hits  a 
fly  to  the  outfield,  the  base-runner  hearing  tJie  crack  of  the  bat,  nmat 
^dge  from  the  actions  of  the  fielders  In  front  of  him  ^*iat  has  liappened. 
Vihen  sudh  a  situation  comes  up*  the  shortstop  and  second  baseman  may  go 
throu^  all  the  motions  of  trying  to  stop  a  grounder,  or  diving  after  a 
hit.  The  runner, fearir^  lest  he  he  foreod  out  at  second,  tears  along  tmdsr 
the  in^ression  that  the  ball  has  gone  through  the  infield.  Sctoetlmes  he 
may  be  on  his  ■way  to  third  before  the  outfielder,  catching  the  ball, 
tosses  it  to  the  first  haseaaa  to  cosioQlete  the  double  play. 

Another  chance  for  possible  strategy  comes  with  runners  on  fii^t  and 
second  and  less  than  trre  out.  A  short  fly  is  hit  to  left  field.  Both 
nmners  seeing  this  stay  close  to  their  bases.  The  outfielder  drops  the 
ball,  throws  to  third,  end  the  third  baseman  relays  to  second  for  a 
double  pl^  on  foroed  outs. 

One  could  go  on  "ad th  Instance  after  instance  of  this  sort,  but  the 
above  shmilcl  "be  food  for  thought  and  aid  in  developing  sixailar  aitoationa. 
AT  BAT  ASP  QI!r  THE  BASES. 

?!?he  first  thins  to  he  considered  when  the  player  Is  at  "bBt  1«  haw 
he  nay  be  able  to  get  on  the  bases »  and  next  how  he  may  score  t.  run.  He 


A7 


jff*   *T     .Ttftfii 


C>  •-•        •    .4 


.,.-,r, '.^^ 


1    ♦^•,--->. 


si    iifti',  aJM  tee*     .  -   89»fi8r   ,«,'::i''«r>-e 


-.  vil^*;«»  j^  «ii»* 


»f  •?«oJ?^  T'-t*   •-  ■ 


iJ.i»i    9- 


_»■  -ii 


*r"*T  T    ^''fi'^*^  " 


w*^ 


1: 


Ui.       -^M, 


.,;.  f 


^^  *  :i';|-i:- 


/»ii  #r«r'. 


TB 


oajsiiot  "be  expected  to  hit  s&foly  each  tins  at  Iwt,  Imt  tSaare  are  other 
Mittt  of  gettlue  on  the  "bsaes  "besites  Mtttag  safely.       ^ 

The  first  batter  tip  in  each  Innine  sliould  attempt  to  -work  the  pitcSher 
ftar  a  "baso-OTir-'baLLla ,  that  ie,  vmleaa  his  team  is  nany  rans  ahead.  He 
afebttld  the.'ofore  taJ3  two  Btrilceo  and  be  anre  that  the  ball  is  orer  before 
sringlne  at  the  third.  ^Tith  the  score  cloae  a  basB-onr-ballg  is  e<jaal  to 
a  hit.  Vcfiit  out  the  piicher  and  niake  hisa  tlnrow  aa  mans*  tines  as  possible* 
is  the  advice  I  would  offer  the  batter.  This  not  only  tires  him  bat  si-res 
the  offensiTo  team  a  chanoe  to  size  him  up,  to  see  ^^t  sort  of  a  delivery 
he  has,  Ttunt  type  of  balls  he  throw,  etc.  Often  the  first  batter  t^  in 
the  imiinc,  if  a  loft-hcnder  and  fast,  attenrpts  to  bunt  and  beat  it  out. 
The  buntinc  gane  Is  t.  coed  gane  to  pley  with  a  blc,  clniray  pitcher  or 
ms  ifftfi  dfiSfi  net  field  his  position  t^II. 

If  after  a  fe-  InnlnEs  it  is  seen  that  the  opposing  pitcher  has 
{rood  oosti^ol,  plclr  cmt  the  ball  that  loolcs  best.  Veary  often  i!*.en  a  tMOB^ 
is  -Rsiting  out  a  pitcher  and  he  Tmows  it,  he  la  inclined  to  put  the  first 
ball  over  the  plate,  ♦nrery  fat"  as  the  slf^n^  phrase  fjoes.  As  has  been 
o&ld  beforOf  Isattinc:  Is  not  only  p.  cnestion  cf  rood  eye,  proper  swing, 
conmr^,  etc.  In?*  it  Is  a  gjane  of  Mts  -  ontvitting  the  pitcher.  Do  the 
tmexpocted  at  all  staEes-  Is  onr  notto. 

JiSt  ue  stq?pcse  that  the  score  is  close  in  the  first  fetr  innings  of 
play  and  ths.t  the  term  at  bat  has  a  rmroer  on  first  base  with  nobodjr  out. 
The  play  nor  is  for  the  batter  to  btmt  and  sacrifice  the  ranner  to  second 
itiere  s.  clean  hit  or  «»m  ojTor  mf-y  Bcore  hln.  llo  si^jal  should  be  used  for 
the  sacrifice  play.  The  br.tter  rmiot  picfe  out  the  good  ball  and  raake  as  per- 


•■»' 


-f.c^  J"ia  •i-,,p:  .tu.  a/x:  mv 


.^■'   .-»■ 


-jr 


.  ,.j  ;    'x.o<J-i<t  dtUr  »«arf  -'et-n-  rTt>  "s? 


<8^ 


-^i«#'-    ."^r^ 


"•w.^r.      -?—     ?»     ST^     ,    :,' 


-■.^i  •  .'"ftr    ii 


•^  ?«)l 


76 


feet  a  'bunt  out  of  it  as  possible.  The  sacrifice  game  applies  also  with 
the  score  close  and  ntnners  on  first  and  second.  A  sacrifice  made  at  this 
time  puts  the  ranners  on  second  and  third  with  only  one  out  and  gives  the 
nezt  hatter  a  variety  of  things  to  do.  He  may  work  the  "squeeze  play"  or 
hit  a  sacrifice  fly  scoring  the  man  on  third,  or  he  may  attenpt  to  hit 
fairly  scoring  two  men  and  prohahly  go  to  second  himself  on  the  throw-in 
to  the  plate* 

With  the  score  greatly  in  your  favor  3r  against  your  team  several 
runs,  ssicrif icing  is  not  the  game  as  you  do  not  figure  on  it  netting  jroa 
more  than  one  or  two  runs.  At  Bu<di  stages  of  the  game  it  is  "best  to  work 
the  hit-and-run  play,  the  steal,  or  simply  instruct  your  players  to  hold 
their  hases  and  wait  till  the  batter  hits;  the  latter  nearly  always,  in 
case  the  acore  is  against  you  several  raxm.     The  play  in  any  event  depends 
upon  nhat  defense  is  offered  by  the  opposition,  and  ^lat  Atffense  your  taan 
has  to  offer.  For  example,  if  your  team  is  on  the  offensive  and  your 
players  are  fast  men,  you  can  play  a  very  shifty  game,  stealing,  etc., 
Tfcereas,  if  your  men  are  slow  it  would  be  U2iwise  to  do  this,  especially 
if  they  are  good  hitters.  Personally,  I  believe  that  speed  is  the  great 
thing  in  baseball  to-day,  particularly  so  •vtien  yotir  team  plays  the 
•♦inside  gajte". 
The  batting  order.  4 

It  may  help  to  know  the  general  theory  of  the  batting  order. 

The  first  man  on  the  list  should  be  a  good  waiter,  a  fast  man  and  a 
good  base-runner;  and,  if  possible,  a  left-hander  ylbo   cac  lay  down  a  bunt 
and  beat  it  out;  in  other  words,  a  man  to  worry  the  pitcher. 

Second  place  calls  for  a  good  sacriftce  man,  to  bunt  in  case  the 


.-..    •    _. 


^'; 


ui  il  ^0  .iw?  .'t 

,  ,  ..        ..J  UA5.-:;  s.f:?  Tj^*YCr?  tT^   sr-i'MT-'is  ft  ^Iri 

.-7;  ,i;7.  R-  ^ii  tf^i  a*".'  ^jUi'iCiCti  xXiii'- 

-■  ..!  o?  a-         '       ■ '-     "      '■  ■■   •-■-      I  ,Io*/«  w-w    ,:|srJ     — - 

•E»o*«  ,«n»8  ^i*i  'T^''^  ^  Vf^^  «»3  «w;  tC«B  *»^  •*•  rrtr-eXff 

Xii^Tistv^ea  ♦fttjftr  oA  r^t  suit-  '    -'  -fi  wot*  ••«  ««»  "W^  .. .    ^.    . 

ttsf^  e  s?/«tf>  vjpl  ttr-^  T*-  T^  .  ,Ldlc8in  11  •JB«»  {tsatcn-ce^i  toct 

M#  »a«o  «l  sJnptf  o*     tiftH!  eplTc:  ;Dfls  i^o-ag  «  'sa/i  nllM  eoJiZq  teooeS 


rr 


first  siaa  gets  on  base.  He  should  also  be  fast  and  a  good  base-rozmer* 

The  third  man  shotild  be  a  consistent  hitter,  a  batter  tiu>  can  norls: 
the  hit-and-run  play  if  necessary. 

Fourth  place  is  given  to  the  hardest  and  heaviest  hitter  on  the 
team,  one  that  can  clean  the  bases  'with  his  hit. 

Fifth  place  is  also  given  to  a  hard  hitter,  ^en  there  are  two  very 
hard  hitters  on  a  team  they  are  placed  fotirth  and  fifth  in  the  batting 
list.  Many  coaches  prefer  to  have  a  consistent  hitter  oeatss/j   fourth  place 
and  shift  the  hard  hitter  to  fifth  place,  that  is,  if  he  is  not  very 
consistent.  Fourth  and  fifth  places  may  be  given  to  men  n/ho  hit  generally 
for  extra  bases. 

Sixth  place  is  given  to  the  next  best  hitter  and  so  on  down  the  lina* 

The  pitcher  is  usually  given  the  last  place  on  the  batting  list  and 
the  catcher  next  to  the  last  so  that  the  rest  of  the  batting  order  'will 
not  be  interfered  trith  -when  pitchers  and  catchers  are  changed.  However, 
this  is  not  always  the  rale  yjhen  these  men  happen  to  be  good  hitters  and 
are  playinc  in  every  game. 

"Wwk  hitters  and  slow  men  are  placed  at  the  bottom  of  the  batting 
order,  but  often  you  may  teach  a  fast  man  ■mho  is  a  'weak  hitter  to  bunt 
and  thereupon  put  him  in  second  place.  Also  he  may  be  made  into  a  good 
■waiter. 
The  "Hlt-and-Run  Pla?". 

In  ■Kiis  play  -the  batter  gives  a  signal  to  the  base-runner  that  he  is 
going  to  hit  the  next  pitched  ball.  The  runner  therefore  can  be  iff  with 
the  pitch  and  cover  Just  that  much  more  ground.  The  runner  is  not  the 


TV 


»4^Aac  .i.-x-.>.ij,-jriA  eat* 

nfta  sw  ««2*  «&««tf  tiftt   ---  'T«*  '^■■''*  ■ 


i!*i  9itf   ?«0i  oa 


.-snrjvoH  «' 


^  .  -     f   -  ^.•. 


-.^_       »■  — 


,„..^r.   ,-^'---v  olwi  utf?    ' 


a-=- 


■agS^Si-:i£«^  ^v. 


Xi  ft*»'C«i  -'^-iC  J^jfc/    :r.f7^  tarfoa  itu  ■    <    - 


«f;) 


78 


only  ose  aided,  for  the  baseman,  seeing  the  rtmner  going,  starts  to 

cover  his  "base  and  leaves  an  opening  In  the  Infield.  This  gives  the 

"batter  more  of  a  chance  to  get  a  safe  hit,  oapecially  if  he  is  ahle 

to  place  the  "ball   throu^  the  opening.  Even  If  the  hall  la  fielded  in 

the  infield,  the  runner  getting  such  a  good  start  may  be  able  to  maloB 

two  bases  Instead  of  one  aa  ordinarily.  It  is  strictly  tip  to  the  batter 

to  hit  the  ball  on  the  ground.  Otherwise  the  play  fails  miserably,  maajy 

times  netting  a  double  play  to  the  defensive* 

The  batter  most  exercise  Jud^nent  as  to  When  to  give  the  signal 

for  the  hit-and-run  play,  that  is*  he  raoat  be  reasonably  certain  that  the 

ball  will  be  over  the  plate.  If  he  has  the  pitcher  in  the  hole,  i.e.  has 

two  or  three  balls  and  no  strikea,  he  may  feel  pretty  safe  in  cotmting 

on  the  next  ball  being  over  the  plate*  There  are  certain  combinations  of 

balls  and  strllces  on  ^fSiich  the  hit-and-run  play  Is  worloed  well,  namelys- 

Stri^s         Balls 

0  2 

X  9 

2  9 

2  2  possibly 

The  play  shoiild  not  be  attempted  with  three  balls  and  no  strikes  on  the 
batter,  for  the  pitcher  has  to  throw  three  strikes  in  aucoession,  giving 
the  batter  an  excellent  chance  for  a  baae-on-balls. 
The  "Soneeze  Play". 

The  supposition  here  is  that  there  is  one  out  with  a  man  on  third. 
Some  may  ask  immediately,  "Why  caaH  this  be  worked  with  nobody  outY"  It 
can,  but  T*y  sacrifice  a  batter  for  a  ran  ^ftien  the  batter  may  hit  safely 
or  an  eirpor  may  be  made  by  the  defensive. 


10  eTCBT  imfi^ad' 


to  me 


X:> 


*<^'rih' 


iih.^^l&D  xIl^ 


cl   t^ii'y&l 


•iJta.1   t&vlj 


.  £Ic«»  ^«<v'i«F-  or   ■ 


*r:,,-^     ^-ipT 


5t 
S 


0 


>ls-?ACt\r«j 


■^/if  -i  -iir  ©j*"i  •» 


Lii  a- 


&no  <,J 


!    ^r«. 


^  «-  - .-."    -  *• 


TjfUre  Most  be  a  aignal  for  this  play  as  the  rtumer  on  third  needs 
to  get  a  start  with  the  pitch,  ^flhsn  the  signal  Is  given.  It  is  vp  to 
the  hatter  to  malce  good  and  lay  down  a  perfect  bunt.  The  defensive  team 
is  playing  for  Just  this  sort  of  thing  so  failure  means  the  loss  of  a 
ran,  as  nine  tiiaea  out  of  ten,  if  the  batter  misses,  the  reamer  is 
trapped  between  third  and  hOTje.  At  the  signal,  the  runner  most  be  ready 
to  start  as  soon  as  the  pitcher  winda  Tip  to  throw.  He  should  not  start 
too  aoon,howeyev,  for  too  quick  a  start  gives  the  pitcher  an  idea  of  Ms 
intention  and  also  a  chance  to  throw  the  ball  wide  so  that  the  batter 
will  be  unable  to  reach  it.  Hence  the  advantage  to  the  offensive  of 
having  the  runner  on  third  start  as  if  to  go  home  on  eaoh  pitched  ball 
and  then,  recovering,  get  baclc  to  third.  When  he  actaally  does  start  he 
should  figure  on  going  home  without  stopping  and  should  be  ready  to  slide 
if  it  seems  necessary.  The  batter  MUST  do  his  part.  In  this  play  as  in 
the  sacrifice  the  batter  must  have  no  thou^t  of  himself.  He  should  get 
the  idea  out  of  his  head  of  trying  to  reach  first  in  safety  and  should 
therefore  tains  plenty  of  time  in  executing  the  bunt.  He  is  giving  vip 
a  possible  life  on  the  bases  for  the  saJss   of  a  run  to  his  team. 
The  "Double  Squeeze". 

The  "double  squeeze"  is  worked  vdth  one  out  and  runneirs  on  second 
and  third.  The  signal  is  given  by  the  batter  and  the  mmner  on  third 
■tarts  as  in  the  squeeze  play.  The  runner  on  second  gets  as  big  a  lead 
as  possible  with  the  pitcher*  s  vdnd-up  and  should  be  rounding  third  or 
thei^abouts  -when  the  ball  is  Iwnted,  going  home  on  the  throw  to  first. 
CSare  should  be  taSen  not  to  start  from  third  too  soon  or  the  player 
fielding  the  ball  will  trap  the  runner  between  third  and  home.  But,  a 


.to  xe 


»i    iif  {»    9i 


■>  ffo  ojstft  aa  «w  5i  Bc  *rs»*8  Ir 
tee  **lJaofi»  «K  .'ilom^Irf  ^o  5.  jc  r^ 


■   -toe    .'..-    ,;:1.i 

oi  «Xrf«ar  »<r  XXlvr 

'    00    •M5*  -E 


Siwcas   <n  trreorron  ib«>  firo  <aK)  ^02*  Irt*uj-<  ii     ;:i&-ivG     -  - 

^0  '  .       ■>  line  gitf-fcnlv  a*'i»*»ll<i  urtj  u^is:?  ou^i.^.-.n.:      ■ 


80 


sabatantial  lead  ftrom  third  is  necessary  or  the  runner  -will  he  throftm 
out  at  h(»ne  on  the  return  throv;  from  first  hase.  The  hase-runner,  •When 
rotrnding  third,  Rhotild  snatch  the  fielder  carefully  to  calculate  hla 
intention.  Most  of  the  time  the  fielder  \7lll  not  look  in  the  direction 
of  third  "base.  The  runner  ahould  take  as  mach  of  the  distance  to  hone 
as  he  thinks  safe  vJien  third  haae  is  not  goarded.  It  la  not  likely  that 
the  shortatop  vill  cover  third  on  this  play  for  second  hase  Is  hia  place 
since  the  second  baseman  goes  over  to  cover  first.  If  the  third  "baseman 
comes  in,  the  runner  should  come  ?dth  hira. 
Stealing. 

Speed  Is  not  the  only  essential  of  good  "base  stealing.  It  requires 
a  l^od  lead,  ^d^sent  as  to  -vHobto.  to  go,  and  a  slide  at  the  finish  ^idh 
hooks  the  hag  at  the  point  fea^iherest  away  from  that  at  yibldh  the  haae- 
man  catches  the  ball.  It  Is  bad  policy  to  steal  -Khen  the  batter  is  In 
the  "hole".  The  runner  should  go  ^en  the  pitcher  la  In  the  "hole"  ao 
that  the  batter  may  help  him  out  by  svringing  and  confiising  the  catclier. 
The  raaner  should  take  advantage  of  every  slip  of  the  defensive.  If  the 
catcher  lets  the  ball  get  "by  him  only  a  fev?  feet  and  the  runner  has  taken 
the  proper  load  xrtth  the  pitcher's  throw,  he  shotUd  "be  off  for  the  next 
base.  "He  tSio  hesitates  Is  lost"  la  never  more  true  than  In  speaking  of 
a  base-rcomer  in  baseball. 

Man^  times  a  fast  runner  on  aecond  base,  drawing  the  catcher's  throw 
to  second,  may  mato  lailrd  easily.  Two  perfect  throws  are  necessary  to 
catch  the  fast  runner.  If  runners  are  on  first  and  second  and  the  runner 
on  first  draws  the  catcher's  throw  to  that  base,  the  runner  on  second, 
in  case  he  is  awake  and  a  fSiat  man,  may  take'  third  easily.  Then,  with 


00 


T'.y:r'i^^.4  i"^ifft  9/ftr  1i    .*«rsn  wo   -j-  ^wc^f  i.- 


lo  T.S' 


-fy'Y 


f<' "  ^^  '  ^t\ 


n 


mrmera  on  first  and  third  the  double  steal  may  be  •worlced  and  at  least 

the  rmmer  on  first  ■will  malce  second. 

The  Double  Steal  -  Runners  on  first  and  ttiltfd* 

In  high  school  hasehall  I  have  found  that  very  few  catchers  are 
sure  enovigh  of  their  throws  to  attempt  to  throw  the  hall  to  second  vftion 
this  play  is  bein£,"  tried,  ttherefore,  I  advise  with  rxumers  on  first  and 
third  to  tend  the  rxmner  on  l^irst  to  sedond  gn  the  first  pitohQd  >^I« 
The  Vettor  diooia  1^«  Intftraoted  ta  let  this  1»all  pass.  If  over  the  plat»* 
he  should  swing  at  it  to  confuse  the  catcher  as  a  strike  will  he  called 
on  him. in  any  event.  In  professional  baseball  the  double  steal  is  not 
fi-equently  tried  and  then  usually  with  tvKO  out  or  the  offensive  side 
several  runs  ahead. 

Often  the  runner  on  first  will  loaf  to  second  merely  to  drav/  the 
oatcher*8  throw*  In  this  event*  the  runner  on  third  most  time  things 
Jnat  right  and  maloe  his  dash  for  the  plate  accordinely*  The  runner  poing 
slowly  to  second  is  alnjost  sure  to  draw  the  catcher's  throw.  The  effect 
of  loafing  is  also  to  get  the  baseuien  to  throw  bade  and  forth  for  the  run- 
ner between  first  and  second,  giving  the  third-base  runner  a  better  chance 
to  go  hocte. 
The  Double  Steal  -  Hunaers  on  first  and  second. 

This  play  Ib  very  seldom  worlsed  successfully  but  is  oaloulated  to 
have  a  psychological  effect  on  the  catcher,  namely,  taaJslns  him  hesitate 
sli^tly  and  ponder  as  to  which  baae  to  throw.  This  hesitancy  often  means 
that  both  runners  are  safe.  There  most  be  Sk  pigpe^  ^QT  lebia  play  so  that 
one  nmner  will  not  run  his  teaa-mate  off  ef  a  bdee.  ThA  signal  may  be 
given  by  either  one  of  the  runners  or  by  the  batter  and  should  be  recognized 


bou 


,;    r-    ^j-    -    .T    .     ..      r-     ■      ^  .       _^.  if  <i:rr 

••>?livii  L^i-yiia  did 

04'  o«r  ••.•-  J..' 


'SiiJeK*    i  lii?;. 


',0  a«r^ 


The  Delayed  Steal. 

This  play  is  worlced  in  two  different  ivays,  ^th  rxmners  on  first 
and  third  or  first  alone.  The  ranner  on  first  starts  at  the  instant  the 
ball  leaves  the  catcher's  hands  for  the  pitcher.  The  pitcher,  not  ex- 
pecting saOh  a  plEQr«  most  be  called  to  assd  ttim  to  throw  in  a  snoe- 
^idiat  confused  state.  The  basemen  also  are  not  on  guard  and  mast  collect 
themselves,  start  for  the  base  smd  receive  the  ball.  With  a  roimer  on 
third  a  very  good  opportunity  is  offered  to  go  home  as  the  pitcher  throws 
for  second. 

The  delayed  steal  is  very  seldom  trorlced  with  a  runner  on  second 
going  to  third,  for  the  reason  that  the  play  is  too  close  to  the  pitcher. 

Third  is  stolen  in  a  somevtoat  different  way  very  often.  Tlilth  a 
ranner  on  second  the  batter  may  choke  his  bat  as  if  to  bnnt,  and,  wben 
the  third  baseman  comes  in  a  little  to  cover  the  biint,  the  ranner  on 
seoond  may  make  a  dash  for  third  before  the  third  baseman  gtn  OQVtr  his 
basa.  This  should  be  M)rked  with  a  signal  so  that  the  nomer  may  %now 
Tiiat  to  espect.  This  play  of  coarse  cannot  be  worked  on  a  clever  third 


Signals. 

The  sisipler  the  set  of  signals  for  the  h±{^   school  baseball  team 
the  better.  These  boys  are  not  making  a  business  of  baseball  and  should 
not  be  burdened  with  such  a  coniplicated  set  that  they  will  be  confused. 
As  a  usual  thing  the  most  common  movements  are  the  best  for  signals  and 
are  the  least  expected.  Work  out  your  signals  from  some  of  the  follow^ 
ing  or  siiftilar  signs:-  bat  on  shoulder,  rubbing  the  shirt  or  pants. 


sc 


3 til  .TV  •pteteaet  m^  *4>aoi«  >)«-i£i  i«  tyrtiAi  box 
)  ato  Twx.  «ii?*  aaa  ->««  ©of  .»**-*■»  bv^1st/c  &AAr 

r.  90  fJtiw  si«rf«^    ^JKf'J   ♦*«  *•*»!; JJIq;ft«oft  r  rfo^ir.     '  .^m-v.^   ;v   .-«;•. 


83 


pldklng  up  dirt,  palllne  down  the  cap  or  palling  xrp  the  pants,  tapping 
the  plate  with  the  bat,  spitting,  etc.  The  hatter  should  not  look  at  the 
man  to  ^om  the  signal  is  given  at  the  instant  he  gives  it,  hat  look 
innediately  afterwards  to  see  if  the  ronnsr  ansivers  it« 
Signals  may  be  given  in  a  number  of  wajfst- 

1*  By  the  batter  to  the  base^runners* 

2»  By  the  ooadiers  on  Hhe  sidelines  to  both  batter  and  rtamers. 
In  this  cafe  the  first-base  ooaxsher  should  give  it  to  the  runner  on  third 
and  the  third-base  ooaoher  to  the  runner  on  first. 

3*  By  the  ooach  of  the  team  to  the  battor  and  runners  direct- 
ly or  thron^i  the  medium  of  the  baseline  coachers. 

4.  By  a  mixture,  some  from  the  benoh  and  some  from  the  batter. 

5*  Also  by  the  base-runner  as  in  the  case  of  an  outright  steal. 
The  first,  second  and  fifth  are  the  only  ones  ^ich  permit  the 
batter  or  base-runner  to  use  his  own  ingonaity  and  theirefore  I  prefer 
these  althou^  the  others  are  xised  eztensively* 

Various  oombinations  have  been  worked  out  ai^  as  is  almost  alv/ays 
the  oase  no  one  can  say,  '*  My  method  is  the  best  and  the  only  one  to  tise^* 
Uy  illTistratlons  T?ill  be  somevftiat  of  a  mixture.  In  the  case  of  signals 
the  ooach  of  the  teEon  has  a  fine  opportunity  to  allow  the  boys  to  use 
their  own  initiative,  but  he  should  have  some  recourse  in  the  event  that 
the  players  make  gross  errors.  Hence  he  should  have  a  signal  to  counter- 
act any  whicdi  the  players  may  have  made  in  error.  Thus  if  he  wishes  to 
countermajid  a  signal,  he  might  arise  from  his  sittinf^  position  and  -walk 
around.  It  should  be  strictly  understood  by  all  the  players  that  signals 


K^ 


tt:.-irtc*/-       ■"■ 


\'{f   mr'^i-    -U'  [ 


-?T 


liOCuk   (tCMI  bxtrOtka   iw^i^'d    trffV 


•#t  »ie^ 


-j«^?r  'i-r 


esaittr  «$  teaar 


.-^rri*'  w*!:^  0^  toiflfv^oev   '"•s,'^-*  'J   Irak 

.•rr  tacr<u£7  to  ^ 


ii/i.:  r_.5'-"    ->.'^?  D«". 


'f.^f%4    «!f:*'    TOr**    Ji^rSP     .T'ii'^ti^  ft  T*    »iJ 


i«l'*>.*iif 


.■o  u.-=.  'is  sii5«  i?.i,-  ;.*  s^  •»•  •   ^-1-4  Sii*  '<«?  a^ii.  .si 


.. .  "S^ 


...  r    : 


rr>i  I.      >,      -<v^    \<  >.:%'.)    '-. 


OO    2J.'0 
}  AIM  *W»tf  9dM   ft  aodtfWI  %•  '^    "-^   -"-""   •>       ^•**''   '^'■^^ 


nnst  be  repeated  after  each  pitched  hall.  That  Is*  the  pitch  taiftss  off 

the  signal. 

Catcher  to  pitcher  on  throTCi  halls. 

The  catcher  vStsn  In  position  for  giving  signals  to  the  pitcher 
should  be  sitting  on  his  "haanches" ,  knees  spread  slightly,  glove  cover- 
ing vcp   signals  from  above.  The  signals  are  given  by  the  hands  as  far 
back  between  the  legs  as  possible. 

Simple  signals  should  be  used  such  as,  one  firger  for  a  fast  ball, 
tT»o  for  a  curve,  three  for  a  slow  ball,  four  for  a  waste  ball  and  so  on. 

The  signals  should  be  kept  well  covered  so  that  only  the  pitcher, 
second  baseman  and  shortstop  may  see.  Often  coachers  on  first  and  third 
base  try  to  steal  signals*  Watdi  for  this  and'^cross  then  up". 

If  your  team  atterapts  to  play  such  an  inside  game  th?».t  it  is 
necessary  for  the  outfielders  to  know  irt\at  kind  of  a  ball  is  i^lng  to 
be  thrown,  let  the  shortstop  put  his  hand  behind  him  and  hold  up  hia 
fingers  to  indicate  the  pitch. 
"Eit-and-Run"  signal. 

This  signal  is  niado  by  the  batter  either  on  his  otto  account  or 
by  advice  from  the  coach  before  he  goes  to  the  plate.  A.  simple  signal 
for  this  play  mi^t  be  touching  both  bill  and  back  of  cap.  If  the  batter 
(flianges  his  mind  before  the  pitch,  he  should  touch  the  bill  only  in  order 
to  take  off  the  signal,  or  step  out  of  tho  batter* s  box  and  tie  his  shoe, 
etc.  Stepping  out  of  the  batter's  box  for  any  reason  Is  equivalent  to 
taking  off  the  signal.  Signals  should  only  be  made  \*ile  In  the  batter's 
box,  and  should  be  repeatecl  if  the  batter  steps  out  of  the  box  for  any 


v%a3 


,»& 
tat  e-  rii  tir  ^i 

^al  ft:^  t  aKi-  net  \ifst3«»o«j 


^tBfi  Til   b«i*^qtilC  "its   iXfi    rXiMI 


reason. 

TIw  "hit-and-run"  signal  should  also  siiffioe  for  the  "squeeze  ^   , . 
play",  and  the  "double  squeeze  play*',  thouf^  the  hatter  naist  remeinber 
that  he  bunts  In  this  case.  Instead  of  swing*   at  the  ball. 

A  negatiye  signal  inay  also  be  -worked  in  this  connectiont  but  I 
have  found  it  very  difficult  to  teach  pl^rers.  By  a  negative  signal  I 
mean  to  have  some  certain  operation  performed  before  ea^h  ball  is  pitched, 
such  as  rubbing  the  hands  on  the  shirt,  ijants,  etc.  Then  vtien  the  player 
does  actually  •want  the  play  to  taice  place,  he  does  not  rub  and  the 
Ct0Md  is  considered  as  "oi^'.  This,  being  negative,  is  hard  to  teach  but 
very  difficxxlt  for  i^ie  opposition  to  f)ath(»a.  The  best  vay  to  explain  it 
to  players  is  to  tell  iharu  that  they  mast  rub  off  the  signal  If  they 
do  not  wish  It  be  be  "otf^. 

Often  it  is  e  good  plan  tor   the  batter  to  give  a  "tip-off"  as  he 
steps  into  the  batter's  box.  Tiiat  is  to  say  that  he  gives  soiso  signal, 
recognized  by  the  base-runner,  «9iich  is  a  sign  that  he  intends  to  give 
the  "hit-endr-ruE"  signal  at  some  time  v*ile  he  is  at  bat.  The  runner 
Td.ll  then  be  on  the  look  out  for  it. 
Signal  of  the  base-runner  to  the  batter  that  he  is  going  to  steal. 

Such  a  signal  as  this  is  necessary  so  that  the  batter  will  not 
hit  the  ball  and  spoil  the  lilay.  The  base-runner  Hiay  mb  both  hands  on 
Ma  shirt  or  pants.  The  answer  from  the  batter  may  be  tapping  the  plate 
with  his  bat. 
Signal  for  a  steal,  froro  the  bench  or  by  the  coach  of  the  team. 

This  may  be  given  by  folding  the  arms  or  crossing  the  knees.  Base- 


ce 


« l«h>-D  :   tOBOc  aid;}  ftl  atrotf  o 

oiiw:  lU£^  uU't  voa  3,j  '<j^u3  »90i> 

."•TO*  »«l  fi^  *i  ^titr  in.r  at 
o^'ti  ot  a&Mdyl  «•(  4Am  OS's  4  •!  Abirtr  .rjiatrT-ara^  i?ift  vtf  fsoffir-r.-  • 


line  ooachers  shotild  taJce  this  ttp  and  perform  the  same  operation.  Thd 
same  signal  may  be  used  for  the  squeeze  play  without  oonfosion.  Also  for 
the  double  squoezo.  The  batter  should  ans-wer  by  rubbing  his  hands  on 
Ms  shirt  sleeTe.  The  rtmner  also  rubs.  The  batter  imist  be  sure  that 
the  rtnmer  sees  the  signal  and  vioo  versa. 
Signal  for  the  throw  to  bases. 
Pitcher  to  first  base. 

Pitohors  may  or  may  not  find  this  helpful.  I  have  never  ia- 
struoted  players  to  uae  it  and  oannot  therefore  advioo.  It  is  merely  a 
sugi^stion. 

The  pitcher  should  look  at  the  rtamer  very  little.  He  gats  the 
signal  from  the  catcher  irtio  is  in  the  squatting  position  or  from  the 
third  base  msn.  The  catcher  may  close  his  fist  aa  a  ■warning  to  the  pitcher 
and  open  his  hand,  spreading:;  the  fitigora,  for  the  throw.  The  taird  base- 
man may  rub  his  pants  with  his  gloved  hand.  Both  catcher  eni.  t.lxird  base- 
man Aould  watch  the  runner  intently  and  try  to  give  the  signal  yihon.  the 
runner  is  off  balance. 

Pitcher  to  second  base. 

A  signal  for  this  play  is  diacuBsed  tmdor  the  heading,  Pltdher's 
throw  to  second,  page  71. 
Pitcher  to  tl^rd  base. 

The  pitcher  wipoa  his  gloved  hand  on  his  shirt  front  and  the 
third  baseman  answers  by  the  same  sign,  or  vice  versa. 

Catcher  to  first  base  witli  runners  on  first  arwl  second  and  two  out. 

The  first  baseman  rubs  his  shirt  front  (letters)  and  the  catcher 
aasners  by  the  same  sign  or  rubs  his  breast  over  his  chest  protector. 


:>G 


ao  aj,  rj  -,£0  'bt^v^sA  jli->a«  -s^^-'-u:  o.ir  .c>ij.i;a  ^^<Ji  k>j.'  wJJ^ 


...    _      ^.->j      .*- 


.1i».f  i  I   ,^lfiapr:  ««<« 


tv  OK^  ^5<**8  *'*^'  f^  •x«*«ns 


Catcher  to  th^  ^eeond  baaoman  or  to  alxortatop  to  catch  rtojiier  off 

the  "bage. 

This  signal  may  "be  the  same  as  for  the  throi?  to  first  base. 

Catcher  to  the  second  haseiaan  aoTerlBg  first  on  an  erpected  hunt 

■ylth  a  rtmner  on  first  and  nobody  out. 

The  second  baseman  Hay  kick  up  dirat  with  his  foot.  The  catcher 
aaufzrevB  by  the  sane  sign*  aad  %jb»  pitohdr  throws  a  vvaste  ball* 

ghortgtop  ooveriivr  third  base  on  an  expected  "sg-aeeze  pjLsy" . 
This  sicns,l  may  be  the  game  as  the  one  used  for  the  plsy 
lamedlately  preceding  this,  that  is,  to  first  base. 

If  any  player  on  the  defensive  team  has  caaght  a  slgnsBil,  he  should 
iBimcdiately  slCJifl  to  the  catcher  by  callin'^  his  name  and  afterwards  some 
eapression  such  as  "Heads  Up";  next  he  shnoild  give  to  the  catcher  his 
own  tear  sienal  for  the  expected  play  of  the  opposition.  Tlie  catcher  may 
then  play  accorclin^ly.  "i^.e  catcjher  Jiaist  be  vrt.de  awake  at  all  times  to 
catch  the  sisnals  of  the  opposition.  He  is  in  the  best  position  to  io 
this  as  veil  aa  to  frive  orders  that  vflll  coxmteract  the  eispected  play. 
Coabhers  on  the  sidelines. 

Some  sathorltlos  on  baseball  have  said  that  players  roly  too  nmoh 
en  the  baseline  ooachers  for  adrice  K*en  runiiins  the  bases.  That  nay  be 
trft©  in  professional  baseball,  but  quite  the  reverse  may  be  said  of  , 
aroatour  baseball.  Too  little  emphasis,  I  believe,  is  placed  on  the  irork 
of  the  baseline  coacher  in  ordinary  hii^  school  baseball. 

It  is  important  that  boys  be  trained  for  this  position  as  well  as 
any  other.  Here  is  h  valuable  opportxmity  to  work  the  second-rater,  the 
player  TSho  is  not  qtilte  good  enough  mechanically  to  maJce  the  ro^^ar  team. 


.  .   .-    -     Jt      -• -  "«-   nr- 

■As  ^ 


.■^X»3  Jba^oa^s  -'•^•^   cJ^a-ri'v  ,u^.it<  iJ 


■0'- 


ao 


f  eiH^ 


\Q  |>i4B   dtf  'S^   0»S  3V&': 


88 


He  noy  have  brelna  thou^,  and  if  he  haa,  hero  is  a  good  chance  to  pat 
brains  to  •ase.  Ooachea  should  atteiapt  to  develop  two  men  for  baseline 
coaching  on  yihom  they  can  depend  throu^out  the  season,  boys  tflio  will 
Yiatch  the  game  carefiilly  and  folio?.'  itietractions,  boys  \*lo  \"dLll  look  to 
the  bench  for  orders  tSobh  it  is  necessaiy  and  are  ^.Idie  av/alce  to  send  the 
romaar  on  at  an  opening.  Good  JudgmOTit  may  be  developed  in  these  men 
and  it  is  a  valuable  thlni:  to  have  the  same  men  on  the  coaching  lines 
all  season,  'tis  regolsr  players  have  enou^  to  do  and  need  ajiy  rest  they 
caa  E»t.  Above  all  pitdhem  «nd  catchers  should  never  be  allo-wed  on  the 
oeadhing  lines  isSien  they  are  playlnt^.  They  hare  the  hardMt  w>rlc  to  do 
and  need  the  rest. 

On  jnost  hlj^  school  toens  tho  coach  of  the  team  has  to  is»ntion  the 
fact  t¥«W  Inning  that  there  is  no  one  on  the  coaching  linos  and  then 
send  the  latst  previous  hitter  to  that  position.  Hence  the  necessity  for 
havln.t:  this  provided  for  before  the  play  bot^.ns. 

Baseline  coaches  in  general  should  keep  excellent  track  of  the  game, 
as  to  the  number  of  outs,  vjhere  the  ball  is,  etc.  They  sJiOtild  know  the 
ability  of  each  player.  For  ejcFonple,  one  runner  could  stretch  a  single 
into  p.  double,  or  r  double  Into  a  three-bar^ger ,  etc.  T*iile  smother  irould 
not  be  able  to.  The  godd  base-nmrer  of  course  would  rstke  the  best 
ooach  for  he  knows  how  to  calculate  the  Apeed  of  the  ranner  as  ii»ll  as 
that  of  the  ball.  Baseline  coaohes  mast  be  alive  to  all  the  inside  ■work- 
ings of  the  team.  A  "dub"  should  never  bo  sent  to  the  coaching  lines  unless 
you  ■vaiat   something  disastrous  to  happen.  Furthermore,  the  coadher  most 
have  plenty  of  glnf?er  and  keep  the  runners  avrake  all  the  time.  Lots  of 
ginger  doesn't  mean  lots  of  noise  -  there  is  a  distinction.  The  man  on  the 


t-r-.T    JrJ.'ft    • 

f^  ^  -  '»  erf  foit 

Jtiia  -i'.te"^:7  ««l   r»-i:-  "I-.-  "-f»i«lft  "    ''^*---    >•' -  -'^  • 


eoacShlng  lines  may  "be  rtnmine  "baCk.  and  forth,  walTln^  Ms  anns  and  Jxra?)- 
Ing  aroTtod  at  a  great  rate  trying  to  rattle  the  oppoain£;  pitcher,  hut 
paying  very  little  attention  to  the  rmuxer.  Avoid  putting  this  type  of 
pliQ^or  on  the  coaching  lines*  The  coacher  shoxild  be  ahle  to  size  up  v4iat 
the  opposing  pitcher  and  catcher  ai'e  planning  to  do,  mast  know  vfaen  to 
talce  chanoea  and  vjhen  to  play  things  safe,  etc. 
First  base  coachinf;.  A  few  points  to  be  considered. 

1*  Hold  up  the  runner  v.ho  has  hit  a  foul  ball*  The  coaoher  should 
got  as  close  to  the  lino  as  posoible,  hold  up  both  Itsnds  and  shout, 
"Hold  UP". 

2*  V.hen  the  mnner  is  rounding  first  base  on  a  hit,  the  coaoher 
should  instruct  the  runner  to  pla^f  it  safe  or  talcs  a  turn  or  make  a  start. 
Eo  may  also  v.taive  him  on  by  a  a\vii\ging  motion  of  the  Bxm  calling  ''Take 
mcond**  or  "Take  third"  as  the  case  lisiy  be* 

3*  V;atch  pitchers  closely  for  deceptive  balk  i.'ic>tion8. 

4*  Watch  the  second  baseioan  vvlth  a  inuixior  on  oeoond. 
Thlf d  base  ooaQhigg*  A  fiBv>  points  to  ba  coaaidered* 

1.  Adrlse  the  runner  by  aitcns  \*ietxier  to  slide  or*  stand  up  Tishen  he 
is  corjing  fcito  third.  The  hands  should  be  raieodabove  t}>(^  liead  as  a  sign 
to  come  in  sbandiu£:  up  or  doTOi  to^vard  the  groomd  \*en  Biea-ning  to  slide. 

2«  V.'aive  tho  i-xumer  on  by  a  swingintj  Eiotion  towurd  home  and  call  to 
hisi  TAiethea-  or  not  to  slide  at  the  plate. 

3*  V.lth  a  runner  on  aer.ond,  the  third-baao  coacher  imat  watch  the 
shortstop  closely  for  a  throv/  to  second  cad  advise  the  runua®r  accordingly. 
The  nmner  should  watch  the  pltohor. 


<«b»     .-I'.iitf 


:^n;  ««ft*i 


aji^-\   »r?J    e*.     TjiZ. 


^c 


C'j  o&i^ 


leaft 


^:   av„4s 


o~ 


:*  ^vIj*-"  . 


OOflHB 


K^viX 


90 


gfSIlEr  TBAIiriHu. 

At  the  start  5t)a,  as  cjoach,  should  hold  a  conferonos  ^Ith  the  cap- 
tain and  possibly  the  older  players.  Talk  things  over  aad  organise  your 
plan  of  oaotpaign  for  the  coailng  season.  Your  plan  of  oanxpaigti  -will  de- 
pend upon  the  size  of  tho  school,  tdiether  or  not  you  are  on  your  first 
year  of  coaching,  and  the  nev/  material  available.  It  ^/ould  Tje  •v^ell  to 
hold  a  rally.  Have  several  speakers  v±lo  can  arouse  euthosiaei^i  and  -^boee 
Twrd  has  weight  Yi.th  the  boys.  Any  notable  baae'ball  player  can  uaually 
give  the  boys  some  good  advice  at  the  start  of  the  season.  The  captain 
should  nam  a  short  tall,  appealing;  to  the  boys  to  coiae  out  for  the  teamt 
•work  hard,  eto»  for  tiie  good  of  the  school.  You  should  tell  thaw  of  your 
ida&8  regarding  the  coming  season  and  get  the  names  and  e:cperionce  of  all 
caadidatea  for  the  team,  Iceeplni?  a  card  indar.  This  should  especially  be 
done  if  you  are  new  in  tho  school  or  if  there  is  a  lot  of  nev;  material 
for  the  teaia.  Appoint  a  day  for  the  first  practice  and  instmct  the 
players  as  to  the  hours  of  practice  and  the  days,  if  not  every  day. 

Vary  often  tho  erounds  are  in  poor  condition  and  vdll  have  to  be 
fixed  up  or  a  new  dianond  laid  out.  If  the  funda  in  tha   athletic  associat- 
ion are  not  sufficient,  appoint  a  day  for  the  fixing  xcp   of  the  grounds  aad 
request  the  boys  to  bring  ralwo,  shovels,  hoes,  etc.  In  the  case  of  the 
laying  out  of  a  nsf"  diarcond,  I  will  offer  a  fe^  suggeations  as  to  the 
method. 

1.  Select  the  facin^r  of  the  dlantnid  and  the  position  of  the  home 
plate.  The  first  bsise  line  should  run  due  v?BSt  or  due  north  if  T)ossible. 
This  is  done  to  avoid  the  sun  getting  into  the  eyes  of  the  fielders.  Level 


Lcau^'  Xtofl  i.MOii' 


>  v..  -f      -.*■* 


«    aifia 


I  y©    i  'w 


•  MLW*      JOv. 


aro^f  ana  ovl^ 


.J>  rif:i->^'!4» 


?«/»  Ottd^  ui  rtot  «K.t  trey,  .^  -ca- 


,^i»   VTCW   iOC  11    »<%i^- 


•.-o  r-:. 


•dt   0^   fti    «>' 


>i'*     5»,i*f'./-,- 


,*' 


off  tl»  Infiolu,  iwfttdr*  raJt*  aod  roll  it.  Oat  the  outfield  graa?  If 
there  ia  STiy « 

2*  If  there  is  no  home  plate,  a  very  InejcpensiTe,  aubatantial  one 
oaai  be  made  "by  ,,-... t^,i.    to-setb.er  two  pieces  of  one  Inch  plank  17  inches 
square  as  per  tlie  aooonipanyin(r  diagram.  The  grain  of  one  should  mn  across 
tbe  grain  of  the  other  to  prerent  werplng;. 


--jk. 


AW  measiinnq  from 
Poi'rtt'H: 


Cat  off  tho  shr^d  portions. 

Pig  ^p  the  earth  so  that  }30b&  pXai^e  i?411  be  flush  v.lth  the  ground. 

Bases  vob^  be  inade  1^  oov<srin.f 'ndfcs  of^  sawdost  15  Indhes  ecoiere  and 
2  inclies  thlclc  ^th  canvao  aerred  heavily  on  oach  sido, 

3*  Ravlnfi  decided  on  tho  dlreotlon  of  first  base,  si,'5ht  approxiiaate- 
ly  to  the  center  of  the  diamond  and  set  a  center  stalce  63»  7!S:ll/l6'*  £rom 
hOBM  plate.  Projn  hone  plato  as  a  center  describe  an  arc  of  ninety  feet  in 
the  approximate  vlcinltv  of  flrsit  base  and  nalce  first  base  a  fised  point 
by  cutting  this  arc  -with  aaother  haTlng  tho  central  point  of  the  diamond 
as  a  center  and  a  radius  of  63*  7&ll/l6"   •  Ihrl-re  a  state©  at  the  point 
Artiere  first  base  ifdll  be. 

4»  Perform  exactly  the  same  operation  on  the  other  side  of  the  dia- 
mond and  set  third  base  dsflnitely. 


art  4  J  f 


i)» 


vt 


Hi^ 

-  .'• 

1    > 

-->-•>. 


r» 


•tf    t&Ci 


"•5a 


5»    'J4J 


'■4- 

A 


' '.'!';  eT-^o-xs  Jf*^ 


'■^T'l 


.lit 


ivioq 


-•ift 


BiiVi. 


^tf 


*e~H.  ?*t0ilp 


92 


5»  From  the  central  point  of  the  dlemond  as  a  center  describe  an 
arc  of  radltis  63*  7&ll/l6«  In  the  vicinity  of  second  and  cut  It  by  aa 
arc  of  ninety  feet  from  first  or  third  as  a  center.  Now  your  points 
have  been  established  and  you  should  check  the  various  measurements  to 
sso  that  they  are  correct. 

6«  Standing  on  home  plate  si^it  to  second  base  and  lay  out  the 
pitdher's  plate  on  a  direct  line  betvreen  these  tvo  points  at  a  distanoe 
of  60  feet  6   inches  from  hone  plate  to  the  nearest  edge  of  the  pitcher's 
plate. 

7»  Remanfljer  in  placing  first  and  third  that  the  bases  must  be  ^olly 
idthin  the  ninety  foot  sqxiare  but  that  in  the  case  of  second*  the  center 
of  the  base  is  over  the  stake* 

The  schedole. 

Preliminary  to  the  start  of  the  season,  v*u>ever  is  in  charge  of 
the  schedule,  usually  the  coach,  should  have  it  arranged  so  that  it  may 
be  annoxmoed  to  the  boys.  They  like  to  know  what  games  are  to  be  played 
and  if  possible  this  schedule  ahoiild  be  posted  tbere   it  will  be  easily 
aocesslble  to  all. 

In  baseball,  as  opposed  to  football,  there  is  very  little  to  be 
feared  in  tht  way  of  too  many  games*  Two  or  three  games  spread  over  & 
iieek  is  about  the  best  arrangement  especially  at  the  beginning  of  the 
season  for  practice*  A  day  between  games  will  give  a  team  a  chance  to 
correct  their  faults  as  far  as  possible  and  to  see  -ebere  they  are  weak, 
as  well  as  to  practice  on  something  new*  I  woxild  advise  at  least  ten  fall 
days  of  practice  before  playing  any  games,  for  the  soreness  must  be  worked 


■  t<'     •  **• 


se 


i«c  £  •«  inlAi  't/a  irviit  sott  ^cl  "^vala  to  ere 
0  ;\*  ^'s.->  •  ©acrf  5tfoc<w  oJt  »*lct»  •'J"5»iq  tsvcKt  era  »:  .«» 


'V 


:  vaUi  ^^MiS  t«i(atf  wfi  - 
•tf  tti  ^ZSill  twr  eJi  ^  si 

6«a!■^<w^  ^  J^daki  escaencoe  mi^  to'  rioted  aot^aiBn?  lo 


93 


out  of  the  muscles,  throwing  araa  must  get  iato  shape,  and  Ijattlng  eyes 
mast  l>e  refined  after  a  rest  of  several  mcmths.  Thejre  is  nothing  like 
aottial  competition  in  haseball  to  develop  players.  I  would  rather  sacri- 
fice oertain  inside  features  of  the  gnno  to  actual  play,  for  in  the  latter, 
slttKitioss  arise  and  mast  "be  solved,  and  the  more  situations  arising  nhich 
call  for  quick  thinking,  the  hotter.  A  team  is  always  steadier  in  a     \ 
league  game  if  it  has  had  the  advantage  of  a  full  schedule  of  practice 
games.  One  oan  always  pick  out  the  team  playing  Its  first  practice  game. 
The  players  are  nervous  and  don*t  exactly  know  v5iat  to  do,  etc.  There- 
fore give  your  hoys  plenty  of  con5)etition  even  at  the  expense  of  some  inr- 
dlvidac.1  practice  work. 

Organization  on  the  field* 

If  the  coa<^  has  had  the  same  team  to  work  with  in  previous  yeara, 
things  will  be  much  easier.  In  such  oases  you  should  organize  the  players 
of  previous  years  and  instruct  them  in  your  plan.  Each  older  player  should 
hare  a  group  of  yottnger  players  to  instruct  for  the  first  few  days.  Bring 
out  only  the  rudiments  in  the  first  fe'.?  days  of  practice.  A  sqruad  of  say 
tuenty  hoys  is  rather  easy  to  work  with,  hut  vfhen  it  approaches  forty, 
things  begin  to  take  on  a  different  aspect,  and  care  must  be  taken  that 
each  individual  gets  the  proper  sort  of  instruction. 

Pitchers  and  catchers  should  work  to-gother  -  one  pitcher  for  each 
catcher.  Infielders  should  work  in  one  group,  outfielders  in  another. 

Let  me  offer  another  sxiggestion  in  the  vray  of  a  program  for  the 
first  four  days  of  practice.  First,  Instruct  the  plajrera  about  their 
throwing  arms.  Allow  no  "cutting  loooe"  for  ten  days.  The  pitchers  should 
only  be  worked  three  innings  apiece  in  the  first  practice  games,  and 


s« 


89^  ■■^I't^^ua  tdt  10  <}j» 

eci^vH^r  ir:  tSrt^vid^,*  /l!V*  -  *o  a-'t^pwvfcri  odt  &»!  w***  #t  1*  ' 

.3^  «ot  o4^  ifcsrf*  1WJ  ^a«  t'i«6  Art*  otovtbc  an*  n«^X^  •rff 

:.   jooa  1Q  AasiHpe  aAt  fa  wtp*>  .at>l*X-*«^«!«  *«  ti^SMX^  a^OiJ^  *!*ot  yv^s  s-m*^ 

-  ?t»s^  nl    '^?"  ^^oir  o^  ammi  tnsn  o&t  bR;!  ^ad  f&KOOo  etf^  tl 


•hould  not  be  allorned  to  pitch  a  full  game  for  at  least  throe  yfddkB  If 
tliiey  ape  not  In  excellent  condition  and  htivo  had  considerable  throwing 
Wefore  the  first  practice  wae  called* 

First  Day. 
!•  firm  twice  arotmd  the  field  to  get  yrarmed  xjp. 

2.  Practice  throwing  in  pairs  for  thirty  ninwtos.  This  may  be  varied 
by  rolling  the  ball  on  the  ground  to  one  another  or  the  "hl^-low  gsane", 
that  is,  looking  hiijh  and  throwini^-  lor;  and  vie©  versa. 

3.  Inspect  the  squad  correcting  faults.  See  that  players  are  diressed 
warmly.  Don't  allow  bare  arms.  Players  should  wear  undershirts  under  their 
baseball  shirts*  Sweaters  for  the  pitchers  are  desirable, 

4*  Pay  particular  attention  to  the  throwing  of  the  pitchers.  Show 
catchers  the  proper  throw.  Infleldsrs  shotad  practice  throwing  easy  at 
all  angles,  outfieldears  only  overhand.  Allov/  no  hard  throwing. 

5.  Call  tho  8(Taad  to-gether  and  instruct  the  players  in  th«  methoda 
Of  bunting  and  batting. 

6.  Divide  the  scjuad  into  groups  of  froa  five  to  eight  and  have  the 
players  practice  bunting.  The  player  at  bat  bunts  five,  runs  out  the  last 
one  thirty  feet  and  alternates  witli  the  other  players  in  his  mrawp*   Thla 
should  be  continued  for  thirtj'  minutes. 

7.  Squad  runs  twice  around  the  field  and  In. 

Second  Day. 
1.  Hun  as  before. 
2«  Thirty  minutes  throwing. 
3.  Fifteen  minutes  hitting,  fifteen  minates  bunting- 


t  *#.«!.- .^  •>;.     .' rii.  1  *Aj-i  y-.^    »".. 


.  .    .aiVSK  ^WMf  ''«0XXa  Jf'ttOC    .TXsrCSi:7 
1   «<Xfri<!««r£   *«4>iJt^   Xir%«i<j«»d 

-Mi  tit.  -     '■   bfiVf^  iifSi  lU£i  «3 

#w;  ;«•  ««wr.   ,*vrt  a*a«»4  ,»j?i>  iA  ^«%/i^%  wGf  «*saiimrtf  <x*i:*aarBi  ^• 

,t!i  Scot  Alall  s/i^  &r«s««»  «»i  **  e«t-i  baifpii  .7 


ere  Tjea*  ^iV4r*i\i  «ciJlJ««r^  ^ivfute 


95 


4*  Select  a  team  to  ptit  in  the  field  and  give  it  five  minateg 
practicje.  Give  the  outfielders  except  on  the  team  fifteen  minutes  in 
catching  fly  lialls.  The  rest  of  the  hoys  remain  at  bat  hitting  one  and 
running  it  oat.  Keep  the  pitchers  throwing  easily.  T.ork  all  the  boys  at 
bat  and  in  the  field  alternately  for  thirty  raimites. 

-1  i 

5.  Basemen  should  be  instructed  at  this  time  about  playing  their 
positions. 

6.  If  there  is  lots  of  new  material,  instruct  the  boys  of  the  pre- 
vious year  to  hit  by  themselves  in  another  part  of  the  field. 

7.  Run  the  boys  twice  around  the  bases  after  giving  instructions  as 
to  the  method  of  making  the  circuit.  Dismissed. 

Third  Day. 

1.  Run  as  before. 

2.  Fifteen  minutes  throwing. 

3*  Fifteen  mimites  hitting;  about  five  to  eight  in  a  group  accord- 
ing -to  the  sise  of  the  sotiad. 

4.  Pick  out  a  team  and  give  them  ten  minutes  infield  and  outfield 
practice.  The  rest  of  the  players  ms^  be  placed  at  bunting  or  hitting 
during  this  time.  If  there  is  a  sliding  pit*  instruct  a  group  in  sliding 
and  let  them  practice.  .z 

5*   Select  nine  batters.  Keep  them  at  bat  until  they  have  hit  three 
apiece,  norldng  yow  previously  selected  team  in  the  field.  These  boys 
should  play  as  in  a  regular  psne,  holding  the  bases  if  safe,  sacrifioing,  et«^ 

6*  Change  players  in  the  field,  putting  them  at  sliding,  bunting  or 
hitting.  Bring  the  players  who  have  heen  sliding  and  banting  to  bat*  Send 
boys  who  have  been  at  bat  into  the  field,  etc.  Rotate  until  eadb.   group  has 


_ _.,      .  '-Iff    ►.!'*    "^n     »«.•.-• 

V  !..:)«. 4-,-.   -      ';,*'      '  »-     vv     'i-"- 

.-«.-- i'-TOT'ftt    -»*nrir5   -C'S**?'-*    .  ' 
__._.     ,    .    :..,  "s*"^'!*  ■*)•!.*     .V^s    f.«»_i.    r\.»fi.f    ^.     'trj?     '^?''    .^ 

*9^2iDS'Tq  amii  ttS  has. 
.   ,.i-..;.  -,.;•  ,4ls«  "it  tsemwt     :iu  ^:it.^v>_-.  t«<nft  TOJj-^.rr-  -   sti  ««  i5*X«i  iXoodte 


96 


7.  Inflelders  ahoiild  be  taught  the  method  of  ronning  a  maa  down 
nhan  oaoght  bet^neen  the  bases* 

8*  T^doe  around  the  bases  ^satohlng  form,  then  dismissed. 

\ 
Fourth  Pay.  \ 

!•  Run  as  before. 

2*  Fifteen  minutes  throving* 

3.  By  this  time  the  ooach  mtIII  have  some  line  on  his  players  t  so 
that  teams  may  be  picked  teinporarily,  first,  second,  third,  fourth  and 
80  on.  One  team  may  be  placed  in  the  field,  one  at  bat,  one  sliding, 
one  hitting,  one  bunting,  outfield  practice,  etc*  The  teams  should  be 
alternated  as  the  coach  sees  fit. 

4*  Inatruot  all  the  players  as  to  the  signals  you  are  going  to  use* 

5.  Practice  team  play  both  in  the  field  and  at  bat.  Sacrifice,  hit- 
and-run,  squeeze  play,  double  steal,  etc.  should  be  used  and  tried  with 
each  team  giring  the  signals. 

6*  Give  your  men  plenty  of  practice  in  hitting.  Instruct  them  to 
est  hitting  practice  vihaxisrQr   they  have  nothing  else  to  do. 

After  the  first  week,  select  a  tentative  team  and  work  them  to- 
gether in  infield  and  outfield  practice.  Make  the  boys  understand  that 
this  selection  is  by  no  means  final,  and  that  from  this  time  on  players 
vlll  be  changed  according  to  ability.  Hold  a  short  practice  game  among 
the  players  and  give  everybody  a  chance.  The  best  way  to  Judge  a  player 
is  in  actual  conpetltion.  In  these  practice  games  among  the  players  it 
WKfVs  time  to  work  one  teson  at  bat  for  three  consecutive  innings* 

Try  to  develop  more  than  one  pitcher  and  one  catcher.  Don't  depend 


yw«(  iXlp  dor"     -  *       '■=   tiilt  Ijf  .S 

:rc  -sac  ,*«<  t?«  «»+  ,*'jC"3!^  es*-/  ?»■  ^  »**  ":«*«*  a*'^  ^etO  .no  oe 

A^  cC£«r»ic  aift  od  c*  rJ<r.»I?  arCf  lit?  ^sr^ittttl   ♦* 

;fti*^  "!9veK«i*r  ooli^oJrsq[  '^t^ild  *ep 
«>.  t>  ici"^  el  i^it^  £«i  ,XJ>\tl  waa^m  on  ^  «i  Aol<^»»i^tta  eitft 


97 


too  mcLoh   on  one  player  for  any  position,  that  ie,  if  it  is  at  all 
possible  to  do  otherrrlse.  Play  your  doubtful  players  most  at  the  hegin- 
ning  of  each  season.  Give  out  the  team  •ftnlfonas  from  three  days  to  a 
week  before  the  first  league  game  is  played, 

OBSCURE  POIBTS  IH  THE  HULES* 

Erery  player  should  be  instructed  to  study  the  rule  book  carefully. 
Most  players  very  seldom  read  the  rules  and  consequently  are  apt  to  miss 
fine  points  now  and  then,  possibly  only  onoe  or  twice  in  a  season,  but 
nevertheless  miss  them.  It  is  irapoirtant  that  only  the  most  obscure  rules 
be  known  so  that  iu  a  pinoh  the  player  ivlll  know  ithat  to  do.  The  ooach  of 
the  teaai  dsp^clally  mist  be  posted  and  know  Just  how  every  rule  should 
be  interpreted.  The  boys  will  look  to  the  ooa<di  for  the  correct  inter- 
pretation of  every  questionable  decision  and,  if  he  does  not  loiow  ab- 
solutely or  have  a  ready  answer,  he  will  fall  in  their  estimation.  I  have 
found  old  and  csrpabla  baseball  players  and  coaches  who  are  ■wrong  in 
certain  of  their  ideas  about  rules* 
Balks. 

Ihsn  the  pitcher  delays  the  game  with  a  runner  on  base,  the  umpire 
should  call  a  balk  as  well  as  a  ball.  All  base-rminerg  advance  one  base 
on  BALKS  whether  scoring  a  run  or  not.  The  batter  is  not  a  baserunner*  o* 

It  is  a  balk  \vhen  the  catcher  is  out  of  the  lines  defining  his  posit- 
ion, if  the  pitcher  is  delivering  the  ball. 

If  in  the  act  of  delivering  the  ball  to  the  plate  it  slips  out  of 
the  pitcher's  hands*  it  is  a  ball  with  nobody  on  base  or  both  a  ball  and 


V 
\ 


li  ;fl»  ton  t  »)  m»  liavm.  oo# 

1  orU  irtolat^  ^«r 


>'-  -■      .    •,-SMr«,ij  ^^llVt^    "J©    ^t^i   ■"'    •'fn-/-.    »7r4-r' •,..  rv-«     ,«,-■"*    *  "^    Winn    •JxCtOtt    OBJ^ 

«na>t>»«io  79Q«r  9d^  tiflo  ttti<^  ^;:c«^ ^o>2u$i  «i  ii     .obd*!  c«iie  ecttXcdT^ervs 
^  wfP  «q6  o#  i»«|p  j'wcf  rrr.-  ^ay^rif  wtJ  ftcwl:;  «  ai  (|?j<*  tw  niiwcf  erf 

i  fzvnaa  «tfi-  YOt  titans  mit  9f  liool  XXlv  9\94  «ifr  .  2  ^tf 

-  ..a. 

•-,-..-.r»r*-.  >j*  -.n.f.^f     %r.t  "^J   ..tn' 


VD 


a  baUc  with  a  rtmner  or  rurmers  on  the  Ijaaes. 

It  Is  a  "balTc  if  the  pitcher  feints  to  throw  to  first  TAiile  in  his 
hox  and  djoes  not  complete  the  throw. 
Called  Gameg. 

Games  called  in  the  middle  of  the  inning  oaase  the  score  to  rerert 
to  that  of  the  last  complota  inning* 
Tihattbe  batter  is  ont* 

!•  On  dropped  third  strike  with  runner  on  first  and  leas  than  two 
oats> 

2*  Stepping  fran  one  "batter's  box  to  another  ^iftiile  the  pitcher  ia 
delivering  the  hall.  Delivery  starts  from  the  instant  of  winding  tg?. 

3*  On  the  third  strike  for  attempting  to  hinder  the  catcher  from 
throwing  or  for  rrmning  outside  the  three  foot  line  to  first  hase. 

4»  On  an  infield  fly  with  less  than  two  outs  and  runners  on  first  and 
second  or  first,  second  and  third.  This  is  very  important  as  it  fpe- 
quently  happens  and  is  so  often  misinterpreted. 

5«  For  interference  with  the  catcher  maicing  a  throw  to  any  base.  The 
batter  is  not  out  if  the  throw  retires  the  runner. 
Itonners  entitled  to  bases. 

!•  Sxcppoae  a  case  \i*iich  frequently  happens.  A  runner  on  third  has 
started  for  hone  on  the  pitcher's  wind-up  and  the  catcher  steps  in  front 
of  the  plate,  catches  the  ball  and  tags  the  runner.  The  runndr  is  safe  on 
a  Balk.  The  batter  gets  his  base  on  IMluS^^^EBMSK  the  saoie  as  if  the 
oat Cher  held  his  bat. 

Z»  It  a  batted  ball  hits  the  umpire,  tlie  batter  is  entitled  to  first 
base,  but  no  other  runners  advance  unless  they  aire  forced  around.  Ko  runs 


:»'.:«    Ojlf    ^«l«6i6    aoi-*^ 


.£■#170 

m&aa  wi  T  ^X2  JiiX»XlirI  »f.  a£,    ^ 

.    -    -1 


99 


may  "be   scored  on  this  play  xmless  the  bases  are  full. 

3«  A  base-rtumer  Is  entitled  to  Ms  base  If  bloclced  by  a  player  not 
in  possession  of  the  ball. 

4*  The  base-rurmer  is  entitled  to  three  bases  if  a  batted  ball  is 
•topped  by  throwing  a  glove,  cap,  etc.  at  it.  He  is  entitled  to  two  bases 
if  a  throim  ball  if  stopped  in  this  inamier. 

k    5*  If  a  pitdbed  or  thromi  ball  hits  the  xm^Jire,  rttnners  are  entitled 
to  all  the  bases  they  can  make* 
y<hen  base-rormers  are  out* 

1.  If  the  ronner  fail  to  avoid  a  player  fielding  the  ball,  Tht 
fielder  nnst  be  given  the  right-of-vBy  by  rttnners,  baseline  ooaohers,  and 
players  on  the  bench. 

2*  If  the  sideline  coachers  touch  the  mzuier* 

3.  The  te«B  In  the  field  mast  call  the  attention  of  the  tmpire  to 
the  fact  that  a  runnor  has  not  touched  a  base.  Otherwise,  the  umpire 
does  not  render  a  decision. 

4*  If  a  batted  ball  hits  the  rtmner  before  it  touches  the  person  of 
a  fielder.  This  rale  has  no  effect  after  the  ball  has  once  been  toudied 
by  a  fielder.  Tliro^m  balls  hitting  runners  count  for  nau^t,  except  in 
the  case  '^ere  a  runner  intentionally  throw  up  his  arm  to  stop  a  ball 
being  throTm  back  snd  forth  by  fielders  wtien  the  runner  is  caught  bet- 
ween bases. 

5*  If  the  baseline  coacher  on  tlilrd  base  runs  toward  home.  In  other 
"vnrda   this  is  a  deliberate  attempt  on  the  part  of  the  baseline  coacher  to 
deoeive  the  pitcher  or  v9ioover  has  the  ball  at  that  tins. 

6.  T/ith  two  out  in  the  last  half  of  the  ninth  inning  and  one  ran 


w 


i'-ii  ■:.■• 


?s*rf  -»    •« 


-,*-■■- U    QuZ  -     -ItJ    ii'Ji' 


!t;.3a.^  nl 


«1  nf9KacL"i-«»«f  «JT  «^ 


^00    Vt1X&6^^       t<' 


v^ 


.r<^frj*^  ?^*  j*^j*^t  "^ 


_^v.        -V 


•<  J : 


»J3iOgBB<J    Ml?   CO    n 


)  --a 


4»  «c|i««»^    «<'*  "^O   *'r»af 


«*•. 


•un  vac  & 


**i  I  ftff«  /^  • 


'i^.-j.tri^^ 


100 


needed  to  uln,   a  single  is  ijot  recorded  unless  the  "batter  touches  first, 
a  two-base  hit  unless  the  "batter  touches  first  and  second,  and  a  three- 
base  hit  unless  all  "bases  are  touched.  That  is  to  say  that,  if  a  runner 
Here  on  second  base  with  two  ovtt  and  the  hatter  hit  the  "ball  for  a  heme 
run  "but  fiailed  to  touch  first,  the  xvaa.  vwuld  not  oount. 

This  is  a  soEievfliat  similar  situation  to  that  famous  play  in  that 
historic  game  "between:  Hew  York  and  Chicago  on  September  23,  1908,  i^en 
Merile  forgot  to  touch  second  "base. 


.ttw^K        -    i£*K  an  in&^  ^J-f  r»  .'t^m^':  -,.*  ^o''?^  Tii-/  -n?" 


101 


Part  III. 
BASEBALL  AS  AIT  IMTiXJEAL  FAB?  OF  HIGH  SCHOOL  ACTTmTY. 

If  WB  aro  to  najce  baseliall  an  inteffral  part  of  high  echool  activity, 
ue  mttst  get  large  narrfoers  of  'boys  Into  the  gsa«  xsnAer  tTie  proi)6r  snq>er- 
vlslon  and  direotlor..  This  waA  1b  aastnred.  Irmedlately  then  the  problem 
of  play  apace  oonfrontB  vu»  for  baeehall  la  a  garos  r^hloh  recodres  a  large 
area  for  a  Halted  iftar?i«r  df  "boye.  Of  oorarse,  If  It  iwre  possible  to  play 
at  all  hoiirs  of  the  day,  frraa  el^t  o'clock  In  the  morning  until  six  In 
tha  erenlng,  this  piHJblem  wottld  not  be  a  serious  one  for  the  averapce 
Bchool,  for  the  boys  could  be  divided  into  crotips  and  come  for  practice 
and  ganes  at  all  hours  of  the  day.  The  situation,  ho^^erer,  is  not  one  of 
this  soz^.  The  time  devoted  to  athletics  Is  after-school  tlsie*  that  Is, 
from  four  until  six  or  at  best  from  three  until  six.  IShat  then?    How  are 
«e  to  accoEEiodate  two  or  three  hundred  boys  on  a  siti|;le  baseball  dia- 
mond?   It  caanot  be  done  unless  a  team  plays  only  one  or  two  games  per 
month.  In  order  to  get  any  [jreat  good  from  the  playing  of  baseball,  a 
team  should  play  at  least  two  garnes  per  weok.  Boys  playing  baseb^'ll  less 
ttian  this  amount  not  only  loose  Interest  but  ability  from  lacdc  of  practice. 
V/hat  then  la  the  solution  in  a  large  hi^  school  having  but  one  baseball 
diamond?    Off  hand,  we  shooild  say  aether  acquire  more  space  or  divide 
the  groups  in  sucfli  a  manner  that  baseball  m^  be  intensive  in  certain 
groups  for  a  period  of  weeks.  Then  let  another  group  hold  BV!ay  for  a 
period  of  weeica,  and  so  on. 

In  order  that  re  may  have  some  accurate  figores  on  "tftlch  to  base  ox»r 


:c>i 


.III   I"-: 

4 

•ft  .v^iJk  •tfJ^  ^0  aiwtal  Ila  *« 
p--^«x»a  «j4*  '■iii^  ftrto  j««ii;-e      ^«f  Jao     ii?©^  a«J[«>0't^  »tsf4  ,::'^L'-5r-t  art* 

io  oao  >o  jrfi*  wT?  *W«fi  ttrf*  t©  ruroi!  11*  *•  »«»«*!  *p^' 

ot»  *oJI     "ao  rvi  nM4  jfci  no  3tl«  If  .*w  'cntft  joP^ 

•  tot  '^aw*  AIoiC  SDEOTji  tedioof  i>*l  «»i<     .'':^->«^  "  a^  »  tol  mffio^ 


102 


Jttdgsnent  of  Timt  is  'bolBij  done  In  M^^  schools,  and  of  offering  remedies 
for  the  situation,  I  show  a  tablo  on  the  nest,  pages  Indlda-Wng  varioiui 
elenonts  'boaldoB  the  one  of  croomd  space.  The  data  for  this  table  •were 
oolleoted  frorii  a  eraestlonnaire  sent  otrt  by  the  Deparlanent  of  Physical 
EdttOfttlon  for  Ken  at  th©  University  of  Oelifomla, 

I  have  selecsted  a  representative  eroup  of  schools  in  each  of  the 
three  dlvlstonB.  Selections  were  ma-fle  from  some  164  schools  replying  to 
the  questionnaire  and  In  ell  oas^M  all  parts  of  the  state  (California) 
wore  represented. 

The  statistics  holov  have  been  irorked  out  from  the  data  gathered 
and  Bhown  on  the  fcllowir.^  pnget. 

LAsas  UEDIUM  sm^ 

SIZED 

Total  nnmfaer  of  boys  enrolled                                                            9465  2812  1035 

Total  namber  engaging  in  iutrsaiural  baseball                                 734  595  122 

Total  number  trying  for  scliool  conipetition  toema                          499  370  232 

Total  size  of  play  space  available  (in  baseball  fields)               23  28  46 

Percentage  of  boys  playing  baseball  for  the  •ake  of  tlio  fiarno  7.8  21.2  11»8 

Percentage  of  boys  trying  for  conipetition  teams                           5*3  13.2  22*4 


Ifomber  of  boys  vSio  coxild  be  acconEK>dated  on  the  fields 

twice  ea<ai  weok  -  1  gas©  per  field  per  afternoon,  18  boys 

to  the  field  per  afternoon,  6  adftemoona,  54  bpys  jjer  weolc    1242    1512     2484 

Percentage  of  enrollment  that  could  be  accosanodatod  t\»ic© 

per  week:  13.1     59*8    240.0 

In  the  case  of  the  beuiII  schools,  each  school  conld  have  80^  of  its 

boys  playing  baseball  every  afternoon  in  the  week;  or  each  team  In  school 

(provldinfj  all  the  boys  played  on  some  teara)  ooald  play  fonr  and  some- 

tlises  five  genes  per  vack. 


▼if  *9»   Sao9 


:ioo 


*?.  fsrtr  '-r^t 


so-sry 


f  MfV-         *     'I   •\fr  >       r'JlL^ 


•:•X'J^iUl^*^>    -.'-.. 


v%t   44. 


»*(«?^- 


&fi  m  tKfoAt  ba» 


ass 


T  '  .-.  -f  ^   . 


0^  lo  Ijs^f 


■)    6£t9    tAiy 


O.Ci^S 


;^ir»   ^:::' 


J     LO    V 


i>d$  ^ 


103 


•PEE  PEOBLEai  OF  GBEJUMD  SPACE  FOB  BASEBALL. 
LAKGI!  SOIiOOXg  -  300  BOYS  AKD  OP. 


ITuniber 

of 
Boya 

rxcnber 

In 
liitra- 
rnoral 
Baseljoll 

Coaehin^ 
hy  Faou3-ty 
Men 

Special 

Athletic 

Coaches 

Size  of 

Athletic 

Field 

Is  Field 
Adeqtiate? 
Yes  or  Ho 

IIo.  of  boys 
trying  for 
Con^etltlon 

Team 

Tea 

Ho 

4^  Acres 

Yes      -"^ 

50 

300 

40 

750 

75 

Yes 

Ho  -one 

nan 

S.F. Stadium 

No-too  far  away 

25 

401 

25 

;^500  for 

all 
athlotios 

54^  Acres 

Yea 

25 

1260 

Indoor 
only 

Yea 

Yoa 

300«x  400» 

Kl 

..0             ^ 

4S1 

40 

Yes  Imt 
not  extra 
pay 

100»x  150' 
100»x  200* 
Plus  play- 
ground 

Fairly 

25 

402 

36 

Phy.  Dir. 
aided  by 
Faculty 

225«x  S70» 

Yes 

25 

720 

7S 

Ditto 

300»z  330* 

Ho 

40 

781 

50 

i-Ly.  Dir. 
does  sll 

iio  field 

So 

26 

307 

no2.s 

Ditto 

90'   :£  150» 

i;o 

38 

890 

60 

Pl^r.  Dir. 

Yes 

400'x  500' 

Yes           I 

90 

650 

275 

Pliy.  Dir. 
aided  hy 
Faculty 
Elan 

-|-  Block 

-0 

20 

599 

280'x  520» 

V 

Phy.  Dir. 

Yes 

25 

782 

50 

Phy.  Dir. 

Field  in  a 
t  Mile  TraoS 

Yes 

26 

^>: 


\r 

I 

^ 

1 

V-,    -.  ''     ■>■••• 

i 

1.'  .  ■    f 

■J.  '■  .■  1. f-.. 

-Us*  ■! 

to 

,1 

■''!!! 

1 

mmbX  -^ 

0*. 

««ir 

Q> 

GOC 

1 

i 

I  ... . 

m7 

3Y 

oev 

i   " 

amY 

3«'V^    ^ 

3S 

xo» 

i 

. 

V 

J  V 

«»v 

•b? 

8^ 

n-t^j 

•2*' 

-,r  -f-.-w 

'■w'.r   .-».-%■»- 

■ 

t^ 

j 

«yY 

■  :<.,^ 

_              -  -V-    — 

1 

3K 

«0^ 

i 

1 

i 

C ' 

on 

■     1 

'     1 

t 

L. 

•l: 

OK 

i.-  -    -, 

» .               •  ■ 

f             .      .  ■ 

r  ■  ■ 

02 

A-i^ 

.1- 

Cvt 

'    -     ♦oe 

S'ragtrt 

W5 

1 

MY 

'«S  x'tXJ 

wT 

#--;<i  .-..^T-i 

06 

oee 

..... 

06 

oK 

::u>oXS  < 

•  •    ..        • 

/ 

/ 

"      1 

TOY 

«Vtia  xT-it 

1 

,. 

1 

■sT 

08 

1             i 

1ST 

104 


THE  PROBLEM  OF  GBOUUD  SPACE  FOR  BASEBALL. 
LARGE  SCHOOLS  -  300  BOYS  AKD  DP  (Contiroed) . 


Htunber 

of 

Boys 

IToinber 

In 
Intraznoral 
Baseball 

Coaohlne 
by  Faculty 
Mem 

Special 

Athletic 

Coaches 

Size  of 

Athletic 
Field 

l8  Field 
AdegoAt*? 
Tea  or  Ho 

No*  of  Boys 
Trying  for 
Con^etition 

Team 

770 

none 

Phy.  Dlr. 

400«x  480» 

No 

35 

432 

Hot  in 

outdoor 

baseball 

Yes 

one  for 

all 

Hone 

No 

20 

IBPim?  SIZED  HIGH  SCHOOLS  -  150  to  260  BOXS. 

150 

35 

No 

One  for 
all 

7  Aerea 

Yes 

25 

170 

35 

Yea,  but 
not  extra 

pay 

2  Acres 

Yes 

35 

155 

50 

Yes 

5  Acres 

Yes 

50 

144 

20 

Yes 

y<53 

225*  X  240' 

Fo 

20 

143 

None 

Yos 

400 'x  450» 

Yes 

20 

185 

20 

Yea 

250«x  400' 

Yes 

20 

210 

3i5 

i-i'V*  2ir« 
does  all 
coaching 

Hone 

Ho 

18 

212 

Hone 

Piiy.  Dir, 
paid  extra 

3  Acres 

Yes 

30 

255 

35 

Phy.  Pir. 
aided  by 
Faculty 
man 

325'i  600« 

Yes 

27 
f 

289 

250 

Ditto 

5  A-3r'33 

Ye  2 

25 

159 

40 

Cssptains 
ooacth 

teams 

1  City 
Block 

About 

20 

KXC 


(  r  ..•,.  -J  '{■■  ■■,'  ^    ::^\  r^k    -vr. 


■» 


C. 
>►-- 


;.ti»»T 


3E 


OS 


^S 


f!3 


ot 


tx 


1#  X*004> 


.^^w 


•i?. 


T~r 


:;t 


.i  •'' '.  «> 


«y     ) 


awR 


_£->t  r.^O 


lit^wai-s 


SC 


OTT 


SSI> 


f<QI 


- 

r 

••Y 

>: 

SSI 

*     ' .' 

1       _. 

MY 

OS 

Ul 

1 

n>a[ 

--  ... 

, 

&--■■' 

•  " 

dii. 

<jj:2 

105 


THE  PSOBI^JK  OF  GBOUHD  SPACE  FOE  BASEBALL. 
MEDIOM  SIZED  HIGH  SCHOOLS  -  150  to  250  BOYS  (Continaed) 


Haaber 
of 

Boys 

"Somber  in 

Intrazsar&l 

Baaehall 

Coaching 
hy  Faculty 

Men 

Special 

Athletic 

Coaches 

Size  of 

Athletic 

Field 

Is  Field 
Ad0c[aate? 
Y»B  or  Uo 

Ho,  of  Boys 
'Srying  for 
CoB^.  Team 

Phy.  Dlr. 
aided  Inr 
Faculty  man 

360»  2  610' 

Yes 

15 

200 

? 

226 

? 

Yes 

ik  Acres 

No 

15 

149 

40 

Yes 

Use  City 

Parfe 

Yes 

20 

Interclaa?? 

165 

35 

Yes 

.■500'   -z  400' 

No 

30 

'>      '•■     ^                      91^1^  SCSOOLJ 

3  -  25  to 

125  BOYS. 

120 

Kone 

Yea-^IUO 
eztrp- 

\  Mile  frack 

Yea 

20 

69 

V,li  HAVE  ITO  SYS^EltATIC 

PEYBIQilL 

TRAIITITC 

67 

Hone 

Yes^JlOO 
eidjra 

IfTo 

10  Acres 

Yes 

28 

100 

Hone 

Faculty  Tn«n 
qpMially 

fttt  Blod^ 

Yes 

20 

22 

L^one 

Yes-irdtltout 
ertra  pay 

9  Acres 

Yes 

20 

36 

18 

Ditto 

l&l"  Aci'es 

Yes 

18 

102 

Hone 

Faculty  rfian 
part  time 

Rented 

Ho 

? 

51 

il^one 

Uxtra  pay 

4  Aero a 

Yes 

? 

70 

Hone  in 
Baseliall 

Yes 

^  Mil©  Tracfe 
Foofball 
Field 

Yes 

20  plos 

97 

Hone  in 
Boaehall 

Extra  pay 

^  Acres 

Yes 

20 

fiOX 


!   ^^ 

1 

-1 

1 

mY 

'038 

■ 

nam  v 

t 

COS 

•'I 

OS 

tt<it»k  it 

a«T 

T 

ass 

) 

aer 

WT 

0» 

c»x 

! 

OS 

act 

sc 

ZQL 

•.._.m^. -..--. 

_ .. . 

■ 

nojf 

i».- 

t 

1           la      1       1       1  i 

::u: 

■«. —    .. 

[ 

eccjr 

«o 

*= 

w?? 

s?r«A  •>! 

nt 

?3 

or: 

a«r 

;(3ot€  AaCi 

«ara  Y^iioeT 

«f(Ct[ 

(X?: 

■^  « 

9»T 

TU  :..      . 

iv 

orrfTI 

25 

i     ■'' 

wT 

9- 

•rtic*   *tsq 

W 

« 

T 

-ii: 

.  ■  -      t 

V 

ae? 

t?a?S  *i*K& 

QUOi: 

15 

a«£^  es 

JrttT 

J.'    1 

mT 

'-ir^ 

08 

»«r 

»> 

•m%  SK-^ 

•• 

?€ 

106 


THE  PROBIiEai  OF  GROUTO  Si'ACE  FOR  BASEBALL. 
SI.IALL  SOEDOLS  ■•  25  to  125  BOYS   (Oontimied) 


IfCKfiber 

of 

Boys 

Kuniber  In 

Irttranroral 

Basehall 

Coachiug 
by  Faculty 
Men 

Special 

Athletic 

Coaches 

Size  of 

Athletic 

Field 

Is  Field 
Adequate? 
Yes  or  Ho 

Ho.  of  Boys 
Trying  f  or 
CoBip.  Team 

85 

25 

Yes 

One-sixth 
Mile  Track 

Yes 

25 

42 

25 

Yes 

School  Yard 

Ho 

9 

42 

30 

Yea 

550'  X  575* 

Yes 

20 

70 

Hone  in 

Banohsll 

Yes 

300*  X  37 5« 

Adequate 
if  better 
laiiparoved 

20 

62 

24 

plus 
Faonlty 

Regulation 
Baeeball 
Field 

Yea 

12 
The  reiult 
of  oar 
IntiranBiral 
SdbBOB 

3cr 


,.:"j.frjsi3  ?r;^r  .^i-;*---  "-  •-■•-'  -^  asct^r..  iH? 


■■      'V' 

3< 

■ 

aiw 

■ 

lo 

• 

ffch:i.»-.0«£ 

m7 

as 

23 

1 

C 

0% 

bv(t  St 

as 

S» 

f,^-? 

scX 

««\-3  X  '-jac 

aojC 

csi 

^ 

J 

i 

i 

< 

rr. 

i ' 

,. 

« 

r;?r 

Ot 

\ 

!   - 

acX 

.,    „ 

.tad  »'!if*i 

i 

107 


'h'baX   ooncluaiona  nay  be  dram  firom  the  foregoing  flgoree? 

1«  That  no  high  school  titilizeB  its  play  spaoe  to  the  "best  ad- 
▼antags.  Either  this  or  the  hi^  schools  utilize  the  arailable  play 
spaoe  for  the  specialization  of  the  feip  to  the  exclusion  of  the  many. 

2»  That  maziy  large  high  schools  and  nieditu9~sized  hi^  schools  are 
voefolly  lacking  in  play  space,  and  that  small  higjx  schools  have  plenty 
of  rocan  but  that  it  is  not  used* 

3*  That  systeiratic  effort  to  promote  intraniural  activities  for  the 
benefit  of  the  many  is  lacking  in  all  but  a  very  few  high  schools  of  the 
State  of  Callfomla* 

Large  schools  ^ioh  have  probably  only  one  baseball  diamond  now 
can  adjust  their  fields  to  such  an  extent  that  another  field  stay  be 
added*  This  new  one  may  overlap  the  old  one  sli^tly  but  no  ham  will 
result.  If  properly  adjiusted  an  area  of  250  feet  by  350  feet  can  be  made 
into  two  baseball  diamonds.  This  is  done  by  facing  the  left  field  of 
one  into  the  vi^t  field  of  another.  Vvhen  center  field  of  one  faces 
center  field  of  the  other,  the  space  required  is  larger.  Similarly,  an 
area  of  375  feet  square  or  thereabouts  can  be  transformed  into  four 
baseball  fields  vdth  the  homo  plates  at  tiiB   four  comers  of  the  area.  If 
gaioes  can  be  played,  does  it  matter  much  i«^ether  an  outfielder  on  one 
field  encroaches  upon  the  teiTitory  of  an  outfielder  on  another  field? 
When  the  happiness  and  plesuurable  activity  of  seventeen  other  boys  is 
at  stakB,  it  most  certainly  ooes  not! 


vvtt^  .  fuse.  <Odia 


•  Otls&S     V 


If  /I4*  isl  t9  /naK<itf 


!!r 


f  ■..-■     V«     -^ .*  1  •♦.' 


^  I   «>«r»-!  tan*  •*««w  -so  VfiUrts}  #<wt  5TS  lo  «&« 

»1  «i>i  •s.ulJo  .art*-'  *«'  ^'civ-'i  «■•---   i«i.*A'.i-^'  '.'     - — ^ 


108 


BA3EBAI1  ASD  fHE  FBYSIOAL  ElfJCAJPIOJ?  CDRRICULIM. 

Broad-ndnded  physical  educators  throughout  the  coxmtry  have 
realized  for  a  loiig  time  that  too  much  stress  has  heen  pleased  on  the 
practice  of  artificial  jnovementa  in  physical  education.  VSwit  is  really 
■anted  and  Tioede'l  In  physicpJ.  education  are  exercises  ^ioh  tend  to 
sifiakaia.   interest  alon&  iihjfBiORl  lines  and  those  trtiich  aid  in  the  form- 
ation of  the  sturdier  qualities  In  the  youth  of  the  nation. 

IRhen  we  find  "boys  siJendinii  houi-  after  hofxr  around  a  "baslcet  "ball 
goal  trying  to  put  the  hall  iu  tLe  Lt-skot,  or  when  T»e  find  boys  Idcfc- 
Ine  a  football  or  throwing  and  catchine  a  baseball  for  long  periods  Of 
time,  m  tcnoiv  that  these  sure  the  sort  of  tilings  that  inter ast  thissn  and 
idxioh,  furthermore,  are  good  for  thom  hoth  in  the  physiolo|*ieal  sense 
and  in  the  unhuilding  of  that  trait  soiao  havo  called  "red-"blooded 
maiihood'* . 

It  is  this  vieie?  of  physical  ettuoation  that  Z  'jdsh  to  bo  bcm  in 
mind  as  we  stop  to  consider  tfes-t  may  he  done  with  one  phass  of  physical 
education.  Baseball,  in  the  aiiort  periods  given  by  law  to  tJie  doreloplng 
of  the  pliyaioal  ^ooing. 

The  introduatiou  of  oompalsory  physical  education  into  the  curriculum 
of  the  high  schools  of  the  Ctate  of  California  has  no  doubt  raised  the 
question  in  the  lainds  of  laany  directors  of  ph;niic&l  education  as  to 
'Kiiether  or  not  baseball  can  bo  substituted  for  the  more  fonsal  types  of 
gymnastic  dt*ill.  It  Su3;:na  to  ira   Uiat  a  disoxisslon  of  this  point  irill  b« 
particularly  pertinent  in  view  of  the  fact  that  many  feel  a  sli^^t 
hesitancy  at  hrini^ng  iato  the  oar^'ioulum  of  phyaioal  education  a  form 


^^r 


aias  !R9.'.^   .'"i-Kji-i  ^zd^  saitMt  Ic  ^-soa  suit  t%o  ftMUfcf  *a«ii  wo«P?  9*r  ,v:di 

•tf  XX1»  #^t--"'    ni'i^    i©   J.'C.iSlii' 

ti^iie  «.  :fi*i  ^??fe*»  i^^  jaut  o^v       .v.i  I  ^TAr?-f-"*' 


109 


of  athlotlcs  vhich  attpiioBedljr  takes  about  two  hours  to  aocon^jliali  re- 
snlts,  'both  from  the  atan,apoint  of  a  vigorous  physical  reaction  and 
from  the  standpoint  of  tesra  plj^y. 

Our  qtiestion  i-eaLly  resolves  itself  into  this,"  Caa  class  i»ork  "be 
conduoted  in  hasehall**?    Without  the  sli^test  hesitancy  I  would  say 
••Yea"  and  "would  add  furthermore  that  a  vl;'?orotiB  physical  reaction  can 
he  ohtained  in  a  shojrt  tlras  hy  proper  organization  of  class  •work  in 
haacball.  The  time  oleraant  Is  an  ln2:'0r*ant  oonaldoratlon  here  ;3e  let  tui 
loolfc  for  a  rionent  at  that  pha.?»e  of  the  new  state  pliyslcal  education  lav* 
The  trordlns  of  the  law  I3  this,-  "All  i>upil«  enrolled  in  socondiiry 
schools,  except  pupils  oxctmorT  thorefror.  in  aocordajice  -.rith  the  provis- 
ions of  this  act,  shall  he  re'Tuired  to  attenc?  upon  such  ootascn  of 
physicnl  education  for  at  leri^t  t?70  hoitra  of  each  week  that  school  is 
in  seaslon**.  The  word  "ouch"  refers  to  the  jau-pofjeo  and  alias  of  the 
courses  as  Is  set  forth  In  the  prericns  section  of  the  hill. 

Let  un  asGuno  for  the  saJ-'c  of  arcuricnt  that  the  trro  hours  per  v?eek 
are  <3i\'idcd  into  tTwo  one  hour  periods.  Tlien  tlrie  is  alloT?ed  for  undrwifi- 
inc,  dressirc  t?,rtA  tald.np  a  hath,  tlie  maxlnum  amount  of  play  tirao  that 
could  he  gotten  frora  the  one  hour  period  wotild  he  forty  ninutes.  Let  us 
also  assume  that  the  pT^slcal  education  conrsea  inay  he  fltteO  into  the 
rost  of  the  omTiculu'i  nt  all  h.oura  of  the  df^  and  not  slrrgply  during 
aftor-schocl  tL-no  as  if?  the  case  •with  athletics  in  jjeneral  tftiare  there 
is  210  state  Ijw  cr  school  lt>:it  covering  p?i;/slcal  education.  \''«  wotild  then 
hAve  to  face  the  condition  of  "hat  v/e  could  do  with  a  i:;roup  of  hoys  in 
hasehsll  in  forty  minutes. 


^>.  "'• 


rv.-ff#i   5*^?.")?-.  f'r  -tl. 


.i  •ao'^o-isf 


110 


I  vrlll  not  clalw  that  ATiy  nreat  nrmiint  of  tsn-ra  play  o«n  bo  tor- 
eloped  rxoopt  ©▼er  «^n  oxtendied  period  of  time,  btrt  I  will  olal'n  that 
the  esBeTatlals  of  tho  gswjo  omtld  he  t«a^t  aaid  fl?»  points  of  meoh- 
anloal  play  ■Tiaster9d  dnrlnr;  the  alloted  poriod.  The  easoTitiale  Tvonld 
liTOl-ade  proper  methods  of  thro\srl-np,  hat+;lTU»,  hwntiTi?;,  fielding  positions, 
haae-ranning  and  slidinp  vith  n  ^sertaln  acoTint  of  combination  play. 

The  large  hig^  so'iool  nlr^Jit  hf-To  several  olasaes  per  day  of  from 
fifteen  to  twenty  boyw  oadh  in  haroball,  hoi's  r^io  vjorild  choose  baseball 
In  TKroferenne  to  any  other  for-i  of  athlotlctJ.   .Tnst  Tfcat  Twnld  he  the 
method  of  prosed-aro  for  the  Instmctor  tn  a  class  of  this  sort?  One 
dlaaond  woal^  he  sufflsient  for  the  'Ttmber  of  boys  Involved.  The  class 
shonld  start  as  thr?  s©r»son  starts,  the  first  few  days  iriTOTi  to  throwing, 
battlnpjhrtntlnf?,  nwning,  lif^t  infield  and  outfield  -work  "arlth  particular 
attantlon  to  the  faot  that  the  hojrs  set  vcp  a  rirwroas  physioal  reaation. 
Later  on  nlldln*  oould  be  tauf^t  and  followed  by  base-rtm.nl:ig  and  a         * 
stiff  worlc-out  for  infield  end  outfield  plaj^rs.     It  does  not  take  longer 
thazJE'  ten  to  fifteen  islnutos  of  Pjood  Infield  and  ontfield  irorX  to  c»t  rxp 
a  perspiration,  but  the  ^Tstrnator  tyr  assistant  irro^it  be  constantly  on  the 
alert  to  see  that  ernsryone  in  busy  rill   the  tinse.   In  a  o-arRS^tho  physloal 
reaction  f^es  by  •♦fits  3rd  starts'',  oiw  miimte  the  pli^p  is  o-;ertins 
hlTnself  to  the  limit  In  r'jrinln'T  for  a  ball  or  trylnf?  to  stretch  a  single 
into  a  t'TO-bnsa  hit,  but  the  next  five  he  fay  be  restliv?.  !To  such  rest 
period  OPn  be  t^ven  ^en  the  days  work  is  bttt  forty  wlnutes.  Definite 
plans  imst  be  laJ.d  e^id  rihlle  tho  inntrnctor  is  loo^nn  after  one  small 
group  in  a  particitlar  phase,  soneono  else  shriiM  bo  detAlled  to  keep  the 
renainder  of  the  prnttp  busy  at  their  prrticular  worlc.  Five  ninutes  is 


X?   LU-^  1 


?;   m 


*rt    'f-^»"».r: 


:Ut       M' 


■i^or  ff 


^yfiti 


i-^:^  •«*'» 


?:■. 


S    X^     -ff 


■^rrr-ievt 


*%«•>: 


Ill 


STifficient  time  for  the  players  to  get  their  arms  warmed  up  if  they  go 
after  the  btisineas  in  hand  properly,  leaving  thirty^five  minutes  for  the 
teaching  of  the  various  other  elements  of  the  game. 

Later  in  the  season  'v^en  the  boys  have  been  drilled  in  the  essentials, 
a  game  of  two  or  three  innings  could  be  staged  and  afterwards  a  run  arotmd 
the  bases  to  end  up  the  vrork  of  the  period  with  snap  and  vigor.  One  of 
the  healthiest  physical  reactions  possible  can  be  obtained  by  practicing 
catching  nmners  between  bases.  I  have  seen  boys  almost  drop  to  the  groxmd 
nith  fatigue  after  five  minutes  of  this  sort  of  work. 

The  smaller  the  class  the  easier  it  will  be  for  the  instructor  to 
obtain  the  vigorous  reaction  as  well  as  the  necessary  practice  on  the 
skilful  maneuvers  of  the  game.  On  the  other  hand,  the  decrease  in  numbers 
detracts  fl*om  the  fun  each  boy  gets  out  of  the  play. 

So  madh  for  the  satisfaction  of  the  law  in  physical  education  throng 
the  use  of  baseball.  The  aim  of  the  instructor  should  be  to  develop  such 
a  spirit  of**e8prit  de  corps"  in  each  class  that  games  could  be  arranged 
in  after-school  time  in  whidh  the  members  of  one  class  could  compete 
against  those  of  another.  In  that  way  the  interest  would  be  at  a  hei^t 
all  the  time,  and  each  class  would  feel  that  during  the  class  period  it 
was  practicing  for  something  yet  to  come  and  not  merely  to  satisfy  the 
requirement  in  physical  education.  There  are  numerous  opportunities  in 
baseball  for  this  sort  of  thing  and  instructors  should  be  alive  to  the 
possibilities  of  staging  intramural  contests  of  this  kind  if  they  are  to 
accomplish  tho  results  that  are  e3q)ected  of  them. 

During  recess  periods  boys  should  be  given  the  opportunity  to  play 
catcih  and  the  Physical  Education  Department  should  have  the  equipment 


r/j 


.^  ^#  r.^  IftXIhtft  ff£>c<f  «««(':  B^i»<  «fe^  oacfer  AMi-'^ot)  ".vHtJ 

m 

..K    r.    a,f>      .-,K?,  iniT*  lri!»*    f,l:?3r  taolr   /!«>»o  ittws   .act.^*  w«  fXa 


112 

Close  at  hand,  and  enoottrage  this  type  of  thing*  I  have  neyer  seen  a  boy  yet 
iVho  ftaa  interested  in  basehall  irtio  would  not  want  to  play  oatoh  when  he  bad 
a  few  minutes  of  leisiare  and  the  Qc[uipR«nt  with  •wftiioh  to  play  waa  o1ob«  at 
hand.  However,  vftien  large  nomhers  of  hoys  are  playing  on  the  sane  limited 
space,  as  so  often  happens  at  recess  periods,  playing  catch  snist  he  wat(Aed 
carefully  in  order  that  injuries  may  he  avoided.  I  do  not  think  it  advisable 
to  allow  batting  of  any  sort  at  such  times  as  these.  All  the  boy  should  be 
•l^i^wed  to  do  is  to  limber  up  a  bit  and  free  his  mind  from  the  n»ntal  strain* 
A  vigorous  physical  reaction  should  be  avoided  except  ishen  a  bath  can  be 
obtained  afterwards* 

The  real  competitive  element  in  baseball  must  be  developed  In  after- 
school  time.  This  is  to  say  that  it  is  practically  iinposaible  to  teach  a 
group  of  boys  to  work  to-gether  with  any  degree  of  perfection  in  but  ei^ity 
minutes  per  week.  The  various  elements  vihich  go  to  make  vcp  team  play  in  all 
its  detail  can  be  practiced  during  that  time,  but  the  boys  cannot  be  woven 
into  a  smooth-working  cond>ination  with  the  hitting  strength  that  is  necessary 
to  win  ball  games  in  ei^ty  minutes  per  week.  Practice  in  batting  takes  tine 
and  is  a  tedious  process  at  best.  Then  too,  concgpetition  is  the  strength  of 
all  successful  teams  and  competition  can  only  be  secured  in  after-school  time » 
I  deal  more  fully  with  the  subject  of  aftejv-school  time  later  on. 

It  is  essential  that  the  physical  director  in  a  hi^  school  understand 
health  supervision  and  that  no  boy  be  allowed  to  go  into  any  form  of  athletics 
Tiho  has  not  a  clean  bill  of  health,  iriio  has  a  weak  heart  or  severe  abnormal- 
ities of  one  type  or  smother*  A  thorou^  physical  examination  should  be  given 
every  boy,  blood  pressures  taken  and  specisd  exercises  pirescribed  for  all  ififtio 
need  postural  attention.  A  thoroxi^ly  trained  physical  educator  can  work  won- 
ders in  a  hi^  school  if  he  proceeds  along  up-to-date  lines  and  is  allowed 

time  enon^  for  his  work. 


boa  be  s 

~j     ittf^     '  ^^.•f.'■  »'Xi<  " 

*.r  .'Lr-'^t  yty'  aoV   J£A  ,oe«Atf  «;.  9  ia  ^roe  ^- 

-sr.  d.-r#  rstrft  ftelw  eief  4«'£^  tea  iM  a  w  -(wifeiLi    :•?  ci   :>-    .•     jjc^/^^jf 

'        '  "a  «»'lil;f9';,<M>8  £sdn  ^--^  ■ 

s  rr^y**  10  ^•:>»^d  ^  -^  o<^  o  IIM  tat^Lo  a   toe  sitii  oAr 


I "  *'.  "■■■* 


113 


BA3KRATJ.  AS  M   IIJTHAMmAL  ACTIVITT. 

From  viha-t  has  gone  "before  we  see  that  any  boy  in  sohool  ylho   Is  a 
normal  boy  will  be  allowed  to  compete  In  athletics  and  baseball  in 
partionlart  since  that  is  our  prime  consideration  here.  IIow»  if  an  intra- 
mnral  sport  system  is  to  be  established,  shall  this  competition  be 
elective,  volimtary  as  it  were,  or  shall  it  be  reqtiired,  compulsory  so 
to  speaic?  I  do  not  bellere  that  the  qualities  tdiich  we  wish  to  develop 
by  means  of  the  game  can  be  developed  as  well  if  the  syston  is  com- 
polsory  as  if  it  is  elective,  so  we  will  assxcne  that  it  is  to  be  elective* 
The  competition  most  be  graded  in  such  a  manner,  however,  as  to  sat- 
is!^ all  condemed. 

The  love  fbr  the  game  of  baseball  will  soon  degenrate  into  passive 
recreation  and  sport  rather  than  active  unless  some  means  is  provided 
to  talce  care  of  the  scores  of  boys  urtio  want  to  play  the  game  but  are 
not  8ld.lled  to  the  point  where  ooDS>etition  with  the  skilled  player  is 
inteiresting.  In  shoirt,  each  individual  mast  have  a  place  made  for  him 
in  the  system.  The  weak  player  should  find  sympathy,  encouragement, 
stimulus  and  skilled  instruction.  The  skilled  athlete  should  find  all 
that  he  craves  in  clean,  hi^-class  con^etltion. 

Skill  developed  in  some  individuals  and  not  in  others  creates 
unfairness  for  coispetition.  Contests  are  hopeless  between  the  skilled 
and  the  non-stilled.  If  one  team  alone  is  the  goal  to  which  all  are 
striving,  the  unskilled  boy  becomes  more  and  more  outclassed  and  finally 
the  law  of  competition  eliminates  him  as  unfit.  There  is  no  wonder  that 
the  weak,  av*ward  boy  ^rapidly  loses  interest  in  trying  for  the  team. 


T3!fO  Bi   //  .9   4ii;_  : 

■'^i^oel^  e<f  o-    »i    '^i  i)a<w  flcKCFes^  ii^  #if  5u   ,«r£^tit»Xtf  «i   ^i   li   wt  ^.daii^ 

sill  rfrt  fiiTj!*-  f53lfT  /"  owtii  <tescs  teisf  irH^sl  liarn   .  :f-^o.^  rrl   .  vtJi-ee-istf'ai 
lla  hal^  ULi^tUi  efoldSr^  belZtta  «rfT  .aoiJain.*MrJ  fio-  :*  affXfiasl#« 

,.'^,.    ,^..       :.■     "^   '  I   »ttXxt  iBS«^  aao  "^    .'■■'■"?..?«-.•««  9di  — :- 

*Bk  -rf  ii"  *t  evyff  .>nnt»  M  -  nolJ it^qpoo  to  vaI  «ip 


114 


If  he  flndB  practically  rx>   opportTmlty  to  practice  or  conpete  at  his  fav- 
orite ffport.  He  will  inefvitahly  drop  out  of  the  activity,  if  he  derivea 
no  pleafltjre  or  opportunity  to  profit  in  unequal  participation. 

But  hoys  may  he  eliminated  from  the  interscholsistio  team  and  still 
turn  out  for  hasehall  every  day  if  scane  team  is  provided  dtor  them.  In 
a  school  of  tvro  hundred  boys,  there  is  no  reason  fthy  one  hundred  and 
seventy-five  of  them  should  he  eliminated  from  the  values  derived  from 
hasehall  hecause  they  are  not  skilled  enou^  to  make  an  Interscdiolastio 
team*  The  director  of  the  sport  by  a  little  thought  and  planning,  to- 
gether with  the  help  of  a  few  "live-wire"  captains,  can  form  a  school 
league,  various  class  leagoBS,  wei^t-team  leagues  and  the  like  in 
sufficient  namber  to  take  care  of  everyone.  But  the  proposition  must 
be  organized  and  administered.  The  leader  will  have  his  hands  full  with 
the  organization  and  cannot  be  expected  to  give  mxcih   individnal  attention 
to  the  teams.  This  must  be  done  by  some  other  party.  Faculty  members 
should  be  interested  in  this  sort  of  thing  and  their  services  enlisted. 
Stippoae,  however,  that  there  is  only  one  leader.  The  boys  will  be  in- 
terested and  all  ^o  wish  will  be  engaged  in  the  sport,  if  the  proper 
enthusiasm  is  put  into  the  organization  and  administration.  Team  spirit 
is  the  essential  thing.  It  does  not  matter  so  much  what  team  a  boy  is 
on,  so  that  he  is  on  a  team.  Leagues  and  teams  must  be  adapted  to  the 
conditions  of  the  school.  Y.hat  will  work  splendidly  in  one  commiaity 
will  not  do  ftr  another,  and  so  on.  Hence  the  inadvisability  of  my 
giving  a  definite  program  to  follow.  The  advice  I  wish  to  give  here  is 
this,  "  Gi«t  everybody  in  school ,m*io  wants  to  play  the  game, on  some  team 


nt 


''-tr  bI  ,*t\  ^ionrf^oii'O  10  wusoueelq  off 

r.-i^r.,  -,-■>   In* --t  j-.*rr.  A.r  --,1.  fv- '.  ■    fv-r 

5««W  toft  b«btr^»rfi  mi  mi9f  oracrs  5i  Tg«ft  ^'wr*  IXA<f'6«*«i  tol;  .^EO  trwf 
(^li  OS  m£aif  o^  d^otx*  Jb&XIixa  ton  ru>  ^o<£.>  Aea&fidtf  XLd^«eA(f 

?JMM  XI.-. '*'«n%,i  •>■  stf-t  406.  .  .-a  le  »TDae  »*i*  «#  t6tf;r33cr  ?-v*arrlira 

rcwfeoora  Tf#Itf£«s^  .n?Hb»<C  •»»<<*•  (MOM  ^  Ofcofi  W  JMR  altfl  .er-.'^ii  <*-'-f  oi^ 

.t>o.*^r.iXTft  8,ooJ^««8  t£«f^  fciai  acid*  lo  '>"Toa  «i^  «1  b«*«»a<»*al  a*.'  MipO»;a 

-al  otf  XXiw  r:orf  e-??    t»*?>*«X  wfo  ^Xm«  •!  dta.?*  *«K#  ,-»iw«roil  ,!>«o<aoe€ 

^o^OTWI  ori^  "i-l   ,t^O'>a  fe,jj  ,?i  »»cr;^;*'.3  t»w  jiL-   '.«iw  ttftr  Xlis  Aea  l>«i'8«ie* 

#i-£l«a  OSS*?  ^^il^rrtBlcrliA^  fiiss  no»  i-M  «tt*  otel  *SRI  aJ5  BaaiamJ^rco 

•i  -;«wf  e  a»a*  -^A-fW  .'.isa  o«  Tddter  ♦'V  r«.>&    ?!    .ijurlH^   Uim^f  in  «1 

•t!#  <>*■  tvihffiiut  tt<f  ^u;2a  aa3E©j  iu-a:  asf/s^in.   .  i^-w-    -   ■<>  -i  vi-.  J^^i.    u      . 

ytirnraoa  «o  ai  ^^^-f«X*l8  >::fcwr  UJttr  >i  acW  to  »oc'lili^-«» 

a!  oi»A  oris  a#  <!■«*  I  •eiirfie  «»  .»oIXol  oJ  iis-£fiO-*q  aji^ic^^  ^  hrJ-ri- 


116 

and  tbe  interefrt  in  the  game  will  talce  oare  of  itself. 
Plans  for  a  Baseball  Field-Day. 

I  do  wiah  to  present,  howaTer,  sornething  of  a  definite  nature  in 
the  'Bay  of  a  Baseball  Field-Disy  ^lisdob,  I  beliey^i,  will  prove  reiry  success- 
ful In  adding  interest  to  the  national  game  from  the  standpoint  of  the 
participant,  if  not  the  spectator. 

The  aim  of  this  plan  is  to  interest  as  many  boys  as  possible,  re- 
gardless of  their  ability,  to  offer  recreative  exercise  -with  the  teaa 
inflTience,  to  recognize  acquired  ability,  to  offer  an  advantage  to  the 
team  ■nfaioh  gets  everyone  of  its  members  into  the  meet,  and  to  encourage 
all-around  ability  in  the  game. 

The  operation  of  ttie  plan  is  as  follows.  All  the  bc^s  in  school 
^Aio  care  to  enter  the  coiagpetition  are  listed.  Vihen  the  list  has  been 
complete  and  it  is  seen  how  many  boys  are  available  for  teams,  captains 
are  appointed  from  the  best  players  and  those  tiftio  have  the  most  en- 
thusiasm. The  number  of  captains  depends  on  the  number  of  teams  of  nine 
eadh  ^ihich  can  be  made  from  the  list.  In  the  selections  for  members  of 
the  various  teams,  great  care  most  be  taJoen  to  see  that  the  hi^ly- 
skilled  players  are  distributed  equally  among  the  teams.  This  may  be  done 
by  drawing  lots  among  eaptaina,  or  the  players  distributed  by  th« 
director,  a  conmittee  apj)ointed  by  him  or  by  the  boys  themselvea  or  by 
the  captains,  iny  fair  means  is  agreeable. 

Having  the  teams  selected  anii  ready,  notMne  remains  bat  to  provide 
the  field  and  Officials  as  in  a  track  meet.  Suppose  for  exaisjjle  that  im 
had  ninety  boys  entering  the  field-day.  That  would  mean  ten  teana  enter- 


friz 


f^  s  io  ?i«tl/f-'<»r»«  «'s»v>««f«f  ,vn»B9*t'i  <»*  iieiw  ol   I 
«--,-.     51?''  .JVC"     >v   i  .w'  vr»n  »«  .'^•«rij»^»i  o^  »i  a»l<.-  ^ifif  "io  tile  a^ 

t-  ,s«»e*  -so^  •Xa'rliATTs  «t«  oi*^  ^om  wd4  ire©*  «2  **  B«b  •/olijaoe 
1»  8-:  .0*  acoiJ«>»Joa  6ji*  tfl   .t»tf  erf*  bk«^  *&««  MF  a»o  ifciifii'  ifcao 


U6 


Ing.  The  teams  ocmld  ho   lettered  A,  B,  C,  3),  E,  etc.,  called  by  the 

naoes  of  their  captains,  or  dosignated  by  coianon  names  of  baseball 

teams  such  as  the  Maroons,  Blues,  Golds,  ViMte-Sox,  Red-Sox,  All-Stars,  etc. 

On  the  following  pages  will  be  foiznd  the  point  scoring  system,  to- 
gether with  a  sample  of  the  record  sheet  which  should  be  kept  of  the  meet. 
A  few  explanations  will  be  noted  following  the  table  and  the  score  sheet* 

Such  a  field-day  as  the  one  suggested  glres  every  boy  an  opporttmlty 
to  etcter  and  do  his  bit  in  maJting  his  team  a  winner.  It  may  be  easily 
seen  that  the  team  vdiloh  Is  lacking  a  member  is  under  a  severe  handicap 
and  hence  the  necessity  for  getting  every  member  of  the  team  out  on  the 
day  of  the  competition.  The  players,  skilled  and  unskilled  alike,  being 
equally  distributed,  gives  fair  play  to  ^eryone,  and  adds  an  Incentive 
for  the  unskilled  to  increase  his  efficiency  in  the  particular  event  or 
events  in  whi6h  he  is  wealc. 

In  case  the  points  given  for  times  and  distances  are  too  hi^Ji  or 
too  low  in  some  paarfcicular  scliool,  they  should  be  arranged  to  fit  eon- 
ditions,  the  object  being  to  allow  the  most  skilled  plajrer  in  the  school 
to  win  the  maadmam  TEunber  of  points  in  his  special  event  and  the  unskilled 
player  to  win  at  least  one  point  in  his  weaJcest  event.  Having  determined 
this  maxlnnim  or  miniimgn  time  or  distance,  the  scliedule  can  be  dravm  iq> 
accordingly. 


JXx 


cv-  :  "j^*  £'*!»»  'Vrs  .  tTJtr:?"^*  "»*  T-f-t  fi'^  »«*la  :n-+H''  •.'^' 

i-©s2«B's«4ab  "ijiiv^^ii.  .>nav*  -iaajis**  ai*i  j-1  i*t>«>  »a*«i  J^o  i^i"-  v. 


U7 


o 

CM 


O 


CO 


o 


m 


to 


fi 


o 


Oi 


CO 


u> 


lO 


» 


M 


^ 


H 


^ 


«% 


•Ik 


i-l 


i-l 


l-t 


"% 


ii 


«^ 


o 


o  o 


«% 


«L 


% 


% 


% 


^ 


% 


% 


^ 


tJ) 


^A 


K 


% 


^ 


°ri 


43 

a 
^1 


o 


^ 


«.[- 


IgL 


^i 


'U 


*% 


It 


^ 


•% 


*.!. 


wi 


T-i 


T 

o 
o 
o 

o 

•p 


E-1 


*?!, 


-^ 


°k 


^ 


»^ 


-t, 


1i 


1i 


"J. 

t-i 


1f> 
r-I 


1i 


-ft 


r-t 


JO 

4> 

O 

+» 


Eh 


O 
CM 


n 


o 
o 


o 


O 
CO 
01 


O 

C\] 


o 


s 


3 

CM 


8 

ca 


o 

CM 

CM 


O 
ft 

CM 


O 

o 
ca 


o 


o 

CO 

t-i 


o 


to 
ft 


o 
to 


in 

lO 
r-I 


s 


OIO 

cm|cm 


CTilO 
i-l|eM 


OOlO 
r^|cM 


ISlO 
fljCM 


<0|O 

ih|cm 


lOlO 
r-4|CM 


r-llCM 


HI  CM 


al 


SI 


SI 


olo 


coio 

'cm 


t>-|o 
'cm 


olo 
'cm 


into 
•cm 


'cm 


'cm 


CMlO 
^CM 


HlO 

•cm 


1^ 
o 


s 


o 


o 


o 
to 


o 
to 


o 

CM 


to 


o 

o 


o 
en 

CM 


O 
CO 
CM 


O 
CM 


O 

«o 

CM 


O 

tn 

CM 


5 
CM 


O 

to 

CM 


J^ 


U) 
r-I 
CM 


CM 


o 

CM 


o 
o 

CM 


^1 
O 

u 
o 

§ 

a 

o 
■♦» 

n 

4» 

s 


s 


o 


I 

»4 


I 


5    .5 

43 

o 

^  I 


§ 


«   S 


(D 


I 

4» 


Eh 


# 


i- 


|3  vi  «D 
iS  o  to 


4*    4> 


■1 


go   n 


i^t^ 


e  xi 


3    Q&  o 


YI£ 


y 


^ 


<*  »  a 

r 

H  e  g 

V    ts  o 


4 


» 


I 


f 

w 
•-(» 


I     I 


s 


«>»■ 


o 


•7» 


3 

r. 


i 


5     ^ 


t»    ;i    w 

■    r\ 
...  2 


i  I 


[iMr~''i^FiTfT 


..('- 

i^ 

at^ 

g 

^|S 

O 

4t 


-J 


M 


il 


...JJ- 


MJ^H 


out 


» 


r^ 


i'Ti 


ji-!jr 


7 


li 


^-• 


^F" 


jr* 


' 

L_ 

.., 

§«* 

1 

r  . 

K  - 

T^ 

i^^ 

r!> 

f 

^H 

S 

3 

^ 

M 

1  *^    J 

^ 

,i"t 

o|c. 

§ 

r 

IS' 

i"!  c 

: 

-••1 

1c    ■ 

l-.^^ 

s- 

t 

f-1 

0« 

f  - 

ip 

w 

!^^' 

[■^^ 

' 

*t 

fb 

»'  - 

i    ■  •' 

»-» 

1 

i 

'        -^ 

bJ 

S 

»» 

I 

e. 

V 

■  t 

^ 

S- 

3     f 

O 

o 

,-. 

c;     J 

■iT*    « 

**■ 

4* 

t     ■» 

•>  ,? 

Q 

1 

I 

i-M 

• 

• 

*« 

'M 

•      1 

^■^ 


U8 


■ 

Pv  o  M  KStift 

in 

« 

o» 

CO 

CM 

o 

o 

00 

to  +3 

t-i 

rH 

rH 

rH 

rH 

rH 

ft 

fi  ^r 

T-i 

W 

to 

& 

CO 

O 

CM 

cn 

p  X 

«  •-•  01  Eh     •     • 

C\2 

O 

«> 

o 

r^ 

» 

'Jd 

V^ 

n 

lO 

w 

to 

CJ 

CM 

to 

% 

CV] 

J>- 

ri 

a> 

to 

IN 

to 

•* 

PL,  O  M  ^  E<  OT 

H 

ri 

H 

rH 

rH 

J2i  t3  a  m  M  ft; 

^ 

c- 

ft 
rH 

00 

to 

rH 

rH 

lO 

S 

p  o 

JN 

<0 

^ 

e>. 

to 

00 

^ 

o> 

Vl    c 

Ai  O  M  fe  El  tQ 

i-l 

iH 

r^ 

rt 

rH 

i-i 

rH 

rH 

ll 

o 

Jfi 

o 

O 

E^ 

t- 

CM 

CO 

u  a 

P>  •-»  W  Eh     .      • 

Cvj 

8 

to 

in 

CM 

O 

to 

to 

E5 

A<  O  M  ^2;  EH  CO 

(X> 

IQ 

»# 

<7» 

10 

lO 

<o 

CO 

rH 

rH 

H 

rH 

EH  M  a  w  •  • 

to 

t-4 

rH 

t 

-1. 

rH 

•d 

P4  O  M  ^  Eh  CO 

o 

O 

IS 

a 

to 

CD 

<T> 

CO 

• 

PI 

o  ^ 

r-l 

rH 

HI 

rH 

rH 

El  M  a  M     .     . 

•81 

H 

•3 

•8 

*^J, 

% 

't 

~rl 

EH 

4» 

05 

« 

P4  O  Kl  fe-  El  W 

CO 

r-- 

r^ 

in 

-* 

rH 

CM 

CO 

1-4 

rH 

iH 

rH 

rH 

rH 

rH 

EH    t-H    ^    fq        .       . 

% 

^^4 

^ 

^ 

^4 

^ 

% 

% 

>i 

n 

e 

^ 

A 

+» 

pH    O    M   J2i   EH   CQ 

<n 

r-t 

3 

CO 

^ 

to 

C«- 

to 

rH 

t- 

"2    4) 

EH  W  a  «      .      . 

^i 

% 

^ 

-ti 

% 

ii 

^ 

% 

►3 

^ 

iH 

iH 

rH 

r-i 

rH 

I-* 

ri 

t~l 

«4 

CO 

r-4 

O 

t- 

O 

CM 

CM 

rH 

l^ 

o 

<n 

00 

o» 

C>- 

^- 

CM 

^ 

i-« 

pH 

PH  05 

w 

R 

i 

M 

01 

^ 

M 

3 

-9 

Kl 

tJ 

o 

o 

S 

o 

EH 

•Ci 

o 

rH 
O 

u 

*? 

^ 

O 

CO 

I 

« 

« 

ta 

!S 

p- 

n 

t;J 

•" 

PlO»<H4««HOi4 

evi 

«> 

-* 

M 

(O 

rH 

o» 

r- 

• 

ti 

• 

!^ 

Pj 

-p 

Eh 

• 

Cj 

• 

^< 

• 

K 

P"^ 

■§ 

f^ 

« 

>3 

n 

to 

Ah 

• 

o 

M              fvi 

9t 

iH 

9 

o 

S 

« 

• 

o 

§  fe  a 

^ 

« 

^> 

« 

h) 

^ 

'^ 

cb 

t^           .J 

<P 

■k 

0, 

«^ 

* 

«> 

•k 

CU 

(4 

•b 

fl 

» 

0) 

^i 

m 

□ 

o 

rH 

o 

o 

T< 

Q> 

•H 

O 
^ 

4S 

o 

1 

■p 

1 

1 

t 

rH 

1 

rH   O 


O 


■3 


^1^ 


^ 


ft  o 


o 


5 


4»     O 


CM 


to 


1^     {i»     i<o   1^    |<a    icoMMMOtaL 


1  r» 


I L 

I"— -■ 


^    if 


•*» 


» 


13* 


2?: 


Hi 


e 


+r 


1«M 


«> 


»-»      j  fn     I  »"»      I  Hr    I  <9  »1l  t^: 


O     ^    4»  O    'V 


s  1^  r 


<w 


*  '■• 


•u 


'r-K 


r. 


l-» 


*!> 


i    .1    . 


a 


>3 


E 


<» 


*i^ 


■-r 


+M 


cu 


t-trt-t- 


♦  »^  ftt »"  f . 


cvi  ^^|  Krt  H  «> 


•  p- 


r»  »4  J4  »-«  O  r 


«i^M 


«  IMftj^    O 


ll^ 


i    -•  i* 


Is, 


5  >' 


-a 


^■ 


'-5 


1^ 


10 


i^|-  • 


w  O 


-J    % 


o 


^ 


% 


Sj 

o 

*4 

o 

ll 

tp.sa 

*    • 

i^ 


c» 


-+ 


.n 


I 


a  A 


L19 


The  After~3qhpol  Problem* 

In  reply  to  the  quest ioimaire  on  Phyeloal  Training  and  Athletics, 
statistics  from  vHxicih.  have  been  previously  quoted,  one  principal  of  a 
small  hi^  school  sent  in  a  article  written  by  hinself  on  the  '^After- 
School'*  problem  in  his  school  -  a  Union  Hi{^  School.  His  plan  is  rather 
unique  and  I  wish  to  quote  the  article  here  since  the  author  has  given 
his  consent.  I  am  indebted  to  Mr*  L*  P*  Farris  of  the  Sutter  Union  Hi£^ 
achool  for  this  article« 

*  One  of  the  problems  M<^idh  confronts  a  small  hi^  school  is  that 
of  handling  the  yarious  student  aotivities  ^thout  conflict  and  In  such 
a  way  that  the  marl  mam  benefit  may  be  had  by  the  participants,  without 
injury  to  the  remainder  or  by  the  remainder  of  the  student  body,  and  to 
secure  as  large  a  percentage  to  taice  part  in  these  activities  as  is  002>> 
sistent  with  a  proper  educational  standard*  In  pursuance  of  such  a  pol- 
icy the  Sutter  Union  Hi^  school  has  increased  its  schedule  fi-om  seven 
to  eight  periods,  and  in  this  ei^th  period  the  various  activities  have 
their  place.  By  careful  arrangement  of  the  schedule,  the  various  forms  of 
athletics  -  track,  baseball,  tennis,  and  volley  ball,  -  student  plays, 
orchestra,  and  glee  club  are  enabled  to  proceed  harmoniously  and  without 
conflict;  and  the  students  have  a  choice  of  two  and  sometimes  three  of 
th«se  phases  of  school  life." 

**  Those  to  idiom  these  activities  do  not  appeal,  or  vbo  beoaise  of 
deficiencies  prefer  to  spend  the  time  in  study,  may  go  to  the  study  hall 
^ich  is  conducted  as  in  ejvy   other  period  diiriug  the  day.  The  teachers 
have  various  detention  nights  on  lAiioh  they  are  able  to  assist  the 


.vi;   ;  ■■  '♦   •"^"t-     '■■'-.■■'■''.I!! 

n  .  ^ 

^otr  Bin*   ,siaaN^  ♦£!  «a«M*'rJ 

.  t.  IV  r ; 


120 


Btudent  vSio  is  not  doing  satiarfactory  •work  and  soo  that  for  that  period 
he  is  attidying  hi  a  lesBon  in  an  approved  method." 

"  The  many  advantages  of  the  plan  can  not  bat  he  evident,  almost 
at  first  glance.  The  student  ^o  vdshes  to  study  is  undisturbed  and  can 
imrsuB  his  subject  diligently  for  another  forty  minntes  and  not  be  har- 
rassed  by  the  confaalon  folloising  the  dismissal  of  school.  VJien  school 
is  finally  dismissed  it  is  rmj^ab.  nearer  the  time  Mihein  those  idio  cone  by 
train  niciat  go  hone  and  many  of  the  other  students  in  outside  activities 
continue  so  that  the  confusion  at  the  later  dismissal  is  a  negligible 
factor". 

"  It  has  been  the  ejqperience  here  &a  Y?ell  as  elseraiere  that  the 
hour  or  two  after  school  is  jiraotioally  wasted  in  loitering  about  the 
building,  corridors,  or  playgrounds  by  a  great  many  students  t*io  thus 
gain  nothing  for  themselves  and  prove  to  be  an  obstacle  in  the  \ra.y  of 
the  diligent.  These  pupils  nre  by  the  new  method  led  into  scsne  form  of 
activity  that  will  be  of  benefit  to  them,  at  tho  same  time  the  others 
are  relieved  of  the  unfavorable  conditions  for  atudy.  It  is  adnitted 
by  all  that  the  successful  introduction  of  athletics  into  a  hi^  school 
bespeaks  as  extensive  participation  as  can  be  Indnoed  without  doing 
violence  to  the  academic  curriculum.  The  new  metho<i  has  Induced  SBVEOTY 
PERCEITP  OP  THS  STUIEHT  BOOT  to  tpJoB  up  some  phase  of  athletics  for  at 
least  two  nights  a  week  as  an  alternative  to  staying  in  the  study  hall 
eveiy  night.  Tho  fact  that  we  bring  that  great  majority, v*lo  otherwise 
never  get  systematic  physical  training,  into  our  athletic  world  is, 
alone,  sufficient  Justification  for  oiu*  faith  in  the  new  regime,  and  we 
feel  confident  that  the  results  to  be  obtained  can  only  tend  to 


M 


1  .iaito  .-u,  *»a  of  9vxnq  iad  2:;.7i«j£a)iii3  rox  tiii^'asi  '^''■~ 

^«  Wt  spur  o*fci  fc*I  feoiWtw  tnax  M»  -^  e^«  al  I<3tFw  &8oi'^*  .  ttw^i-Ct/v  »iS> 

!£(«»  -•?  '^-t    i^'^;*  v^-?i  0  •  »-•  51?  i»-  ■*--"'  -■   =->!...-  i 

mJ-*^««»«  ■  #««t  lot*  c.".     .      :=  v»*v» 

vf  tan  «,^- 


121 


strengthen  that  faith." 

Waa.t   an  adnirahle  plan!  And  ire  na^  add  that,  if  this  oan  be  done  in 
one  hl{^  school*  something  similar  oan  be  done  in  others*  Ko  better 
sxigEestion  oan  be  offered  than  sotaethlag  T*lch  is  actnally  In  force  and 
bringing  results. 

A  Scheme  for  Grading  in  Baseball. 

It  is  cfolte  probable  that, since  physical  edttcatlon  has  been  laade 
corapnlsory  in  the  State  of  California,  the  game  of  baseball  will  be 
played  for  physical  edncation  credit  in  msxc^  of  our  sdhiools.  In  vi^w 
of  this  possibility,  it  TTOold  be  irell  to  Offer  soiae  snpgostions  as  to 
the  method  of  grading  boys  in  athletic  work,  especially  in  bc«eball. 

The  grade  a  boy  receives  for  this  type  of  actirlty  shotild  ba  based 

not  ttpon  the  degree  of  proficiency  n&ich  he  attains  in  bagebnll,  btrt 

.the  interest 
ttpoiy  that  he  talces  In  his  work  and  upon  the  iii5>rcve3nent  i*.ich  is  shoim 

after  a  reasonable  period  of  develoraient.  Some  feoys  "Pill  never  2.ttain  a 

very  raaorked  digi^e  of  oxcellftnoe  in  their  mechanical  ability  as  baseball 

players  because  of  the  years  of  practice  necessary  to  attain  certain 

highly  specialized  nroscle  co-ordinations  and  the  like,  but  there  Is  no 

reason  why  every  boy  should  not  becor.'O  fairly  proficient  In  the  mechanical 

(pl^Blcal)  phase  of  the  p^ame  as  ybII  as  markodly  proficient  in  the 

mental  side.  A  brief  •written  examination  might  even  be  given  to  test 

this  Imo-wledgo  of  the  garae,  its  Intraoacios  in  terms  of  thinking  poMa** 

etc.  A  boy  ttho  has  entered  into  baseball  as  a  novice  nnd  had  picked  tip 

the  game  rapidly  by  hard  ■work,  practice  snd  concentration  on  the  finer 

points,  rthould  be  given  tho  hi,<]^est  G^ado  the  name  as  one  ■who  waa  very 


rg# 


'  -» 


oa  el  'na^*  ii.-^  .lioil  ©^'  hag-  f  '  •  -  ii^   „iisii; 


XaC  i,*1.' *;•«*• 


r!»o<f  #cw  Mr&dk  Tjod  ^fr-r*  x*'  60«Mcn 


•.-.1  .?v....,    irT'^.rfwfu-  >)^  aunj*^   i!nr!s^j'fv; 


-5 


122 


sld.lled  and  had  iepv  vcrfeljag  hayl  trying  to  gain  perfection.  Those  ^o 
sliffar  only  tJio  ordinfary  interest  and  nork  along  v/lth  the  av6ra£o  anoimt 
of  effort  icaisr  he  either  sldlled  or  uaakilled,  but  i^t  would  receive  the 
gradB  loxrer,  -vflille  those  viho  eadilhited  tendenelds  to  TAJg^ttig  «3h4  dis- 
interest \*othQr  skilled  or  TtDskilled  slvould  be  gz-aded  merely  passing. 

An  entirely  indifferent  attitude  tovard  the  vork  HQuld  trtng  a 
grade  of  ftlltire  tc  aaj'  boy.  I  do  net  believe  that  any  percentage  mark 
could  be  ^Iven  ezoept  in  the  case  of  a  written  exsminntion,  but  general 
averac^s  ^^y  woll  be  aijproxlmated  by  the  above  neana  and  vrill  be  flfond  to 
be  fairly  aocurate.  There  are  boys  -Tftuo  simply  scrape  along  in  the  line 
of  l«ast  real  stance  aaad  then  there  rire  tliose  vfho  endoavor  to  gain  as 
jaaelh  infonaatior)  and  practloal  kuovlertgc,  both  phypioal  and  siental,  $m 
possible.  There  shrald  bo  quite  a  distinction  in  the  grades  of  those. 
Again  there  are  others  Tiiio  have  to  be  told  over  and  ovor  about  certain 
thlngf,  and  their  orrnosites  who  nervier  have  to  be  told  twice.  The  sans 
distiuction  in  grading  n^st  be  made  here. 

O'j^mPJd.  AWICE  TO  CQACIIES  01!'  BASKBALL  IH  HIGH  SCE00L3. 

In  making  baseball  an  integral  part  of  hl(^  school  activity,  pract- 
ically everything  depends  -upon  the  coach  or  leader.  H©  must  study  human 
nature  as  exhibited  in  the  abandon  of  the  gsane  and  he  mast  ever  bear  In 
mind  certain  general  principles  in  dealing;  with  boys. 
The  Coach  au  a  Teac'aer  aiid  a  Leader. 

The  coachiiig  of  any  athletic  sport  should  be  conducted  along  i)oda- 
goglcal  lines,  the  s&sio  as  an  academic  subject.  The  course  most  be  or- 
ganized, the  material  most  be  gotten  yiell  in  hand,  and  a  definite  pro- 


SSt 


lie  tAi'^Ja    xT 


^?ftr 


— .^fv«i'5cr 


r.Mi  U'ii    "i;^  ::  ■  r    c  «i»rT 


*?'  !*? 


iv  i.  J.    V-'   i^  ■-  >~ 


ftl  nsetf  te^  ^«ab  «^  l»fts 


;vc 


>o  «0T 


123 


gram  miat  l>e  arraaged  for  each  day.  This  ia  the  only  way  In  v^ioh  Interest 
may  he  maintained  in  any  erahjeot.  There  is  a  great  deal  of  diffei^diiee  het- 
'«een  the  aotaal  playing  of  the  game  and  the  teaching  of  it  to  others. 
The  coach  must  remanher  this  and  he  a  !!SAGHEE.  There  should  be  teachers 
of  hasehall  the  saise  as  there  are  teachers  of  science.  Above  all  things, 
••Do  not  let  the  boys  come  out  simply  to  fool  arotmd".  Teachers  do  not 
allov  fooling  in  history  or  mathematics,  then  y&ij  in  baseball?  As  has 
been  pointed  oat,  baseball  is  an  intensely  scientific  study  and  shOTild 
be  studied  in  this  li^t.  If  you  do  sot  believe  this,  calculate  the 
lengtJi  of  time  it  talces  the  pitcher  to  deliver  the  ball  to  the  catcher 
and  the  catcher  to  throw  to  second  base,  and  compare  this  with  the  time 
it  takes  a  numer  to  go  from  first  to  second  with  an  eight  foot  lead. 
Theoretically,  a  runner  cannot  steal  second  with  perfect  playing.  7et 
it  is  done  several  times  every  game.  There  are  many  such  problems  to  be 
figured  out  theoretically* 

On  the  other  hand,  do  not  make  the  playing  of  baseball  so  scientific 
that  there  is  no  fan  in  it.  Boys  should  come  out  for  baseball  because 
they  eajoy  playing,  beoaose  they  love  the  export.  Mix  your  fan  with 
science;  get  in  and  play  the  game  yourself;  be  a  good  sportsman. 

Teachers  in  others  subjects  allow  no  cheating,  no  unfair  play  of 
any  kind.  The  same  rule  smiles  to  baseball.  Allow  absolutely  no  beat- 
ing of  the  game  such  as  cutting  bases,  holding  runners  on  bases,  etc. 
?ben  the  un5>ire  is  not  looking.  Some  players  have  learned  "dirty  little 
tricks**  and  can  use  them  so  skilfolly  that  it  is  hard  to  detect  them.  I 
have  known  of  catchers  putting  their  mask  directly  in  the  path  of  the 


ioir  oft -rstiifiOMjT  ."Isuno^a  Xocl  oJ  i;X;psd;8  too  oaoo  «v?^  •*Ij^  i*l  #Ort  oC" 
.//AoX  ;rtiot  *rf^i»  »B  £ftit  a(W<K>»«  at  ts-ril  ata-rt  <a  o*  te« 

««€   O^   t3»Xi^01<f  iiw*  "ie    «^s*/*i~-i'    .«<a5^    V**^**  •ftSuJlj     A^-l«J'AC    iM'iiJ    f- 

i£*£w  fart  *rr3*r  tl^  .^^toib  o^  orvjf  yr^iA^  ACi«atK»rf  «:; 

«X*jHX  ^Julfi"  fcawss*!  »TBd  rt»r£-'^  r  '»»<»  •  *«  »*  vxMrar 

1   -m^  #«'  '»*-  '^-*  "•^''.f  *?  tl  *?ftt  r^Iiftf fv?!  0*  f^'f^  o«»  »«»  i«^  •aofo/'j* 


l24 


runner  on  a  play  at  home  plate  so  that  the  runner  wmld  slido  into  It 
or  trip  over  It  and  gire  the  catcher  a  better  dhanoe  to  put  liim  out. 
Sudh  conteraptlhle  playing:  should  not  be  tolerated.  Another  inatnnoe  of 
iMatlng  l^d  game  may  be  cited  ito»n  a  numer  is  trapped  between  baeee.  As 
tiia  'ball  is  thro^m  from  one  playtr  %9  anolSier,  the  runner  ifAtdhev  Ms 
chance  and  thro^ns  up  an  ami  to  stop  it  and  makes  his  base  in  safety*  He 
la  legally  out  if  the  umpire  sees  the  play,  but  many  times  he  does  not. 
Talce  such  a  player  as  that  out  of  the  game  and  teach  Mm  a  lesson;  at  i 
least,  vam  hini  fiirst  and  then  take  him  out  if  the  second  offence  is 
coianitted«  See  that  your  boys  ^ive  the  runner  plenty  of  room  In  round- 
ing a  base  rSoBn  there  is  no  play  at  that  base.  Often  basemen  stand  close 
to  their  bases  to  maloB  nmners  take  a  wider  turn*  These  things  are  not 
often  disastrous,  but  players  do  them  at  their  own  risk.  There  is 
nothing  to  hinder  the  runner  from  giving  the  player,  ^o  does  this  sort 
of  thing,  a  bad  tvdst  or  from  sending  him  on  his  head.  This  is  not 
sportsmanship,  yet  players  do  it  fOr  the  sake  of  the  team,  to  cut  off  a 
ran  or  put  a  man  out  at  the  next  base.  In  a  way  they  are  shovdng  loyalty 
to  their  team  in  trying  to  win,  but  not  clean  sportsmanship.  Cleaa 
loyalty  and  clean  sportsmaziship  sKist  go  to-geth9r  if  baseball  is  to 
teach  principles  of  honesty  and  uprightness,  clean^'!*iolesome  living. 
Bemember  that  you  are  a  leader  and  may  exercise  a  considerable  influence 
orar  the  lives  of  the  boys  under  your  direction.  Let  them  know  Just  how 
you  stand  as  i^gards  sportsmanship. 
Coachinjg  Involves  the  9tud|y  of  Hccnan  Hattcre. 

In  order  to  be  a  successful  coach  you  most  make  a  study  of  your 
boys  and  know  them  thorotighly,  know  vfbat   their  weak  points  are  and  also 


~Z^xui>t  ^4  ^voec  la  x®''^^  tMnrirf  »<it  ^vis  ii^tf  \sroi  itei<.f  o«l  ^^^Iizsto 
seols  i>:t»ie  sttffvwfitf  otd^  *»ui4  i«i&  i»  ^Xq  Mr  r£  eted^  fit 

toe  »«»  t&xtiiJ'  vsaifX  .enc^f  %aM<r  s  aoZrj'  aveuaxn  9tm  9*  mnmi  rl^tUf  o# 

ttao  alJtt  TOofc  oiSff  .•»"!)B.I<|  •*>  sai^*y;  Rwrrt  lownrr  ad.'  K$^i^  o^ 

:»«iff  qJ^  elif?  .i!;a«£f  eld  no  Klii  ^alhoB*  cntH  i6  htimt  hatf  »  ^^Iil&  to 

wtirf  ivrt  ^Wrf  a!*#  .t'fcJ  i^Jtoi-i^soiiiJ  •ztrcv.  lOiKcs;  a^iV^rf  «f#  iMft-MVil  •il*  vs*^ 


125 


their  strong  ores.  Try  to  nfLlce  their  ^seak  points  stronger  and  Irfcep 
thair  strong  ones  fi-oin  growing  Tseak.  You  will  find  after  a  little 
ifcile  that  yni  will  have  to  treat  every  boy  differently.  The  coach  Tftio 
•ays, "I'm  going  to  treat  you  all  aliis".  Is  either  oontradlcting  him- 
self or  is  doing  many  hoys  an  injustice.  No  teacher  can  treat  everybody 
alike  and  still  remain  a  teacher.  Consciously  or  tinconsciously  you  will 
lunr©  to  pat  •Jiitf*  on  the  ha(&,  drive  "Harry" ,  and  give  a  few  words  of 
prat^  to  "Bill",  etc.  Also  tmconsoioualy  you  will  like  some  hoys  better 
than  others.  All  teacher  do  \5hether  tliey  admit  it  or  not.  It  is  hioaan 
nature  and  something  one  cannot  get  away  from.  This  does  not  mean  that 
you  will  •♦l^lay  favorites"  and  put  "Bill"  on  the  teara  vjhen  "Harry"  should 
hare  the  job,  and  so  on.  Partiality  cannot  be  ghown«   A  coach  as  a  rule  is 
too  anxious  to  have  the  best  possible  chance  to  win  to  put  anybody  on 
his  team  "Mho     does  not  rl^t folly  belong  there.  Your  Judgment  raay  be 
wrong  in  some  cases  but  you  cannot  be  a  true  teacher  and  "play  favorites". 
If  in  doubt  betT?een  several  men  yxm  should  not  be  above  talking  things 
over  with  the  captain  or  one  of  the  older  players.  They  also  like  to 
have  the  best  team  but  are  inclined  to  shot;  partiality  at  tiuNis*  Their 
Judgment,  however.  Is  valuable.  TTxen  you  knovr  all  your  boys  thorou^ly, 
there  vrill  not  be  mach  cpaeation  as  to  iiflio  is  the  best  man  for  tlie  Job. 

Let  xoe  rejAte  a  story  to  lllxistrate  hor/  coaches  study  human  nature. 

A  coatffi  yms  tmdecided  aa  to  two  players  so  he  called  them  to- 
gether and  told  theE  that  he  ^ras  unable  to  decide  between  them  and  that 
the  best  way  out  of  the  difficulty  would  be  to  toss  a  coin.  One  play»r 
agrond,  but  the  other  said,  '*TS<y* ,  and  added  that  ha  thotight  he  was  the 
best  man  and  wanted  a  farther  test  of  ability.  iBCWdiately  the  coach 


^»>  '.  itBMr  «t*»d&f  miJm  ft*  x^  .ecao  3ao-s*»  t: 

J       i*»*yT^  jwe  tXBdtep*  ^'  .  >»l^«stsKK  c»  ff^oe'  ^ibeci  &si<»i  si  i»  W»« 

r;;?^  «^  flnoa  tta'i-'   ""    'io>^  -cf«oolo«0»iar  oftlA.  -»♦•  r"XIlSP'  vJ  .»::    . 
icasaai  si  *5  •>tce!  to  »i  .?*' •-'•>»«  igettt  ttti,tu.'U'  ot  tadtJi^  Iti  .artoA+o  r»xn 
#.:r!t  rsLio-*  ioa  Bt^aCi  efcr;  *«frtS  Tgwrs  #f!»S  }<3««tiie  «a»  SKOjiistaJK!  .j. 

i2l  «iA^  ••  ea  iibcioro  ,  who  q«  £itw  ,(lot  s**^  '^^'ct'C 

a^     '         .o.j<f  «rro<»  9^  ioct  frlsntf»  ro>i  asm  1««»v,v  ...  --7«*>orf  ^^i-^'^^  ^»  vi 
mt  oaiiX  ocXa  \:w(T  vet^v^iX^  ishlo  «di  '*o  o«o  10  £rtaJrr.»a  a«I^  d^jt* 

ia«*f  .'"Ortii  S.-  rMisi^rs^-  -^3^  r>*  ««fiii<«t2  arcs  #&  f  9>f»  

-^  «ai:J  &»XX«6  *f  QC  ^rtor,;;;!-^  Jt/r  o«r  oa 
*^5-f  Aim  ««»*»  iSBwri'««r  ^l-^-^A  «#  oXj>sar  aa:^  o't  ^-wf*  nulir  *X<i*  ftw  f*'' 


126 


ohQ»o  the  latter  player,  for  it  viae  easy  to  see  that  the  eeoond  pl&yer 
VM  not  to  "b^  Cheated  out  of  his  position  liy  any  tricTcery.  He  had  ra9!>tt 
Jadensnt  and  the  coadUi  realised  it* 
Some  gugKoetiona  to  Coaohee  and  G-eTieral  Principles  to  Pollow. 

1.  B©  kind  Tmt  firm.  Inspire  yorrp  "boys  to  have  confidence  in  yoa 
and  put  confidence  in  them.  Don't  maloe  them  feel  that  "*hen  they  have 
Eftde  a  micplay  they  -will  have  to  cciae  to  the  honch  and  listen  to  an 
amful  "^allinc  ont".  Short  thorn  hy  a  series  of  logical  srgnnents  ^ere 
they  have  mado  their  mistalres  and  how  they  rary  avoid  them  in  the  fntxire. 
Pttfc faith  in  yoor  hoys.  I  call  to  rdnd  an  oz?wiple  of  one  of  the  Freshman 
players  ■who  luid  a  had  hattinc  slurnp  and  had  lost  confidence  in  himself 
at  the  hat.  I  called  him  aside  one  day  for  a  little  talk,  tried  to  (Steer 
him  up  and  e:q)lalned  that  he  was  aa  good  ao  aajyone  else  if  he  conld  get 
hack  th©  old  spirit.  Ho  made  t-sro  hits  in  the  p:aa»  that  day  and  r«trl«ved 
his  loot  confidence,  llany  tiiaes  a  heart  to  heart  talk  ^th  a  hoy  Trill 

do  CTich  good. 

2.  Toach  your  players  to  think  for  themselves.  Don*t  allow  than 

to  depend  too  mach  on  yosr  advice*  The  tetss  that  is  run  entirely  hy  the 
eoach  td.ll  fall  down  in  a  pinch  iBa.9n  the  players  moat  thiTik  for  themselves. 
Let  me  cive  an  example  of  quick  thirifeins  In  major  leagae  hasehall  iftiich 
«M  so  quick  that  the  marngtr   cotild  not  follow  it.  This  example  is  taken 
from  "Toudhini::  Second"  hy  Brers  and  'Fttllerton. 

*  Eagan  was  playlnf  second  hase,  Dahlen  third  and  Anson  first. 
Chicago  and  !Ter  York  were  flf^tin^  desperately  for  victory.  The  score  was 
tied.  A  Uev;  York  mrnner  we-s  on  second  hase,  one  nan  was  oat  and  George 
Van  Haltren  at  hat.  Van  Haltren  hit  a  sharp  ground  hall  five  feet  to  the 


HfJ 


i.v-.,-  i^j*  f-Mj^  .-art J  -aitf  al  aocdbiinod   -.'j-j  &r>T 

flt?wC«f  ^JeTJfimt*'!"    '   '  ■      '  '''"    '  '"'  -r-'"  — i    ,    .    i  ;  ■ 

.         '  -fKl?  ;roi^  A?!a  ea;'jft*«fcT.  tlsil.'   >Uiim  'fr 

1i*-aF-iit  ri:  o^-ts&llisjo©   ^ssaX  had  tea  op^wl*  sal^tarf  fi<jif  ^    '  Sr  anrrgaX-l 

•ieaf;3  0*  hSilti   ,*I«4  rXi^^li  -a  i^!  x»^  "t^O  ^ibl&r  sdJ  !ioILs;o  I   •^stf  CW»  *c 

*Loos  rfoaa  ©b 
«**»  «,-o:jU:  .iicTlft«r««  tot  *iliO  o<  aio^aXst  -afOT^  .Kawo?  -" 

.  50vIoar«>!iJ  itf»  *^  -'  -    tTOv«I^  ».'f?  a«^  Aati«l  *  »'  ^»»a*^  ^^*^  -^^-^  '^^^^ 

©l-ro^^)  toa  ixrd  3«»  asr  ©ma  i«c«tf  ttfao***  ro  saw  •»*Bun  a**J      u  .   -    .^l. 


127 


rlgit  of  Egan.  IHio  ball  struck  his  haado,  he  funiblod  and  the  "bell 
jrollod  five  foet  away.  Llto  a  flr.sh  Bsaai  poimoed  after  the  ball,  ro- 
MMured  It,  atid  i^lthout  3toii)lng  or  looklnE,  hurled  it  torrard  Dchlen. 
55ie  tMrd  baeesoaz^  latent  ok  aaldne  the  ranr«r  turs  njtdd^  looked  trp  Juat 
ftNHlBi  td  d6dg9  as  %)e  sphere  flashed  hy  hie  head  and  T>dan6ed  into  the 
stands.  Ciie  rttr  scored.  Tan  Kaltren  raced  arctmd  to  third,  ocored  on  * 
fly  ,  and  Chicago  vblb  bestcn  4  to  5." 

"You're  rotten",  "Eelef^a  hlnf' ,  "Get  a  second  hascMm",  yelled  the 
cro\?d.  V^thin  a  v«efc  Anson  released  Egan. 

"  Thacfc  play  sho^ra  how  little  the  mllliona  of  fans  ^o  vatrfi  nsnes 
Imow  ahout  ■baseball.  Also  it  ahowa  the  relntivo  speed  vdth  ^ftdCh  the 
brain  sells  of  the  I'layera  Involved  v'orlcBd.  Egan  thoa^t  too  rigidly  for 
Bflxlen  •^.hose  nlnd.  Intent  on  so.ietliing  else ,  ctoved  en  ©l^tb  of  a  second 
too  late,  and  Anson  ,  by  releasing  Egan  for  lUtilcinG  a  "brilliant  play, 
Bhonied  that  he  never  grasped  the  situation  at  all." 

*  The  speed  with  Yblch  Egan*s  brain  convulutiona  moved  B»y  bo 
fudged  from  the  faot  thAt  a  batted  bs.ll,  hit  to<gew(>d  a  second  baseman 
plaj  ln£  155  feot  fran  the  plat*  reaohsd  his  haadi  ia  from  fonr- fifths  of 
a  second  to  thr»e  seconds,  deT^'jfiKng  trpon  thd  force  Mth  t&lch  it  is  Mt 
and  the  tis^  it  bounds.  The  bp-11  hit  to  Egan  viaa  h?xd  hit,  bonnded  four 
tiiass  on  solid  turf,  and  probably  stru6k  his  hands  ono  and  cne-fifth 
seconds  after  4t  loft  Tan  Haltren'a  bat.  The  entire  play  •was  raads  in  less 
than  three  seconda,  and  this  is  the  process  through  ^ich  Egan's  bjrain 
nvttt  in  that  time.  His  first  thought  was  direction;  second,  speed;  third, 
hov*-  the  ball  was  bounding  and  v^ftiether  to  baok  -op  or  oons  in  on  it.  He 


*f^' 


'  r  .tf   J  ':^    -.      '^■.•'    '-nPHrrryt   •f^n^^   TfW*«.r*    <*    ■.-.ffT-   ,»-=?**i    *0-.>    r-.-~>    ".art  .'» 

*E5r?,  9|-  ftp-  mvf  z^^^suf^  utf  ??0  wflatiflii-c-Trjc**?  :•?-* 

•'^   0'*   f  <R>iS«etf  MW  0  .     .XT 

•   ■•«fl*f   ,*affiaa»d<f  a&>:i39a  a  .t(^3»»  .•<«*«  ••♦•X^K^  .PrPiX;?^!  ©«*i.oy" 

••.IX*  ^  »->i>*3rti«  ofvtsi  ^iSr/iSs  «tl  tjjifif  a«woa« 

vtefi  /ififcawxf  ,SM  ftTKit  »w  R  flAtf  atf?  .sfeawrf  il  \?»*f  sd*  Srrs 

alfi«^  i*a£!g£  i65i»*r  i^',atJ*trf*  acotoT-i  w**  »i  «.fctt  fta»  ,ofl«c>a*a  c-^ycSi  rtsdi 
th-ast  jA«eapi  jB«Sefi««  ^hsltt^-if^  2'?»  ■J^'':'->rf^  t;rrTi>  '♦  rt   ♦ntw 


126 


"kniBPff  Van  Haltren  oould  reach  first  baae  in  three  asad.  tvro- fifths  seoonds, 
and  that  to  throw  there  he  would  hare  to  reooTer  the  hall,  make  a  half- 
turn  and  then  throw. 

The  moment  the  ball  bounded  away  from,  his  hands  he  knew  Van  Haltren 
could  beat  it  to  first.  Then,  Tftille  springing  after  the  ball  he  thou^tt 
"Clark,  wh6  is  going  to  third,  will  turn  ten  feet  around  the  base,  hesit- 
ate ai)d  look  to  see  itiether  the  ball  has  rolled  to  the  outfield  and.  If 
I  oaa  get  the  "ball  to  Dahlen  -nhlle  Clark  is  hesitating,  we  will  oatcsh 
hto".  So  he  made  the  play  and,  if  Dahlen*  s  brain  had  worked  at  the  same 
rate  of  speed,  Clark  would  have  been  out  -  and  Chicago  vTould  hare  won." 

3.  Do  not  be  afraid  to  listen  to  your  players  when  they  think  that 

a  oert^n  play  will  not  y?ork  or  that  a  play  should  be  made  in  a  different 
manner.  You  may  learn  from  the  boys  for  they  have  the  player's  point  of 
Tlew,  a  point  of  view  ishich  it  is  easy  for  you  to  get  into  the  habit  of 
isnoring.  To  any  ^o  h«ir«  had  experience  in  coaching,-  you  will  find  that 

0 

tcnoojBiiciouBly  you  have  picked  up  many  points  from  the  players. 

4.  The  coach  must  watch  every  angle  of  the  game.  Pick  out  Individual 
men  and  watch  their  movements  on  certain  plays.  You  will  find  that  this 
Is  not  aa  easy  thing  to  do  for  the  tendency  is  to  watdh  the  ball  and 
that  alone.  At  the  same  time  watch  things  in  general.  The  coach  most 
cultivate  a  habit  for  this. 

5.  PlflS.  ottt  the  weak  points  in  the  opposing  team  and  show  them  why 
they  are  vreak.  Be  logical  in  your  reasoning.  Boys  like  to  have  a  reason 
for  everything  they  do.  Explain  to  them  the  "-vihys"  and  the  "wherefores". 

6.  Don't  try  to  change  any  natural  tendency  of  your  players  if  the 
tendency  is  accomplishing  results. 


.tSetntida  «Ef^ll>Oc^  Jttftt  9V*Ui  at  MMtf  ^^'^1  tits'yx  hlcijo  i^>i  . 

jfiwtee  riik/  ow  rUf^i^^t^Mf  •!  «*»!?  »tlJlir  fieloii-  o?r  ij-:'j'  ?>.2s-  3^.3  i^ao  i 
".dJ^  cv^i  MLa.i     a%r.fcir»~'  bt»  -  laro  «*e(f  sr^rf  .':It-^i*  ^i-jftXi?  ,tooac  lo  oSsn 

t0^1<Ul(  M^  frftU  a'«9  iii  co%  ia>l  i(»a«>  al  ii  iloXiik*  ^vtdiw  ao  iaao^  «i  tWirXv 
^iftfjtf  ^1>  Xliv  eo^  -^3(lUo«09  ai  ft9^i»lico  00  ta^  ||M(  &^  \br  o9  .^tiiinoKi 

Xai4)lvlA£tl  4vg  .^1%  'SmfQ  ads  to  tJlssM  is-a^^i  tto^  -  cL^</e  a 

aitf*  i6fii  talt  IfJN"  B*f  »^<ir^f-»  <»!<%*««»o  so  »►;»;•  v-vfrror?  •ii>(i*  r(ri**-T  »»fri  ?«•» 

.   __'^_^.-,.      ■    B^,»  'i-5   •:!Vt5.-  M'  ;i3K:f  a*  irtal'TrS  .db  T-o-{,f  ?.^l'f^*-:s>?^  lOl 

4i  xfifTobaitf 


129 


7*  VLaxijf  titles  you  -will  hsre  to  make  a  catcher  or  a  pitcher  oat 
of  a  player  -who  haa  never  before  played  the  position.  Boys  may  want  to 
play  certain  positions  •^en  they  are  really  hest  fitted  for  others  and 
are  needed  most  else»Siere»  Do  not  "be  afraid  to  shift  your  llne-ttp.  Pick 
out  the  smoothest  working  combination.  In  order  to  get  this  smooth- 
worklng  combination,  it  is  often  necessary  to  break  t^  a  clique  op  a 
certain  group  that  hangs  to-gether.  Cliques  on  a  team  are  often  its 
ruination.  Break  them  up. 

8.  If  possible  maintain  your  BcmM.   in  tact  throu^out  the  season. 
Rtmember  that  there  are  years  to  come  and  that  a  second-string  player 
gains  a  £?ood  deal  of  Information  about  baseball  by  being  out  and  vatoh- 
ing  the  play  every  day.  P^ay  your  second  stringers  'whenever  possible. 

9.  Besides  knowing  the  game,  there  are  certain  other  features 
necessary  to  successful  ooadhlng.  The   coach  must  be  able  to  handle  boys 
end  impart  his  knowledge.  I  have  knovra  of  expert  players  "rtio  could  not 
ooa6h  because  they  could  not  handle  boys,  and  •were  not  gooS  at  iinpart- 
Ing  knowledge,  They  could  not  e:^ress  their  knowledge  in  accurate  terms. 
They  knew  how  things  ought  to  be  done  but  could  give  no  logical  reason 
for  doing  them  properly.  Also  there  sre   others  *  one  In  partioAlar  that 

I  recall,  who  make  good  coaches  simply  on  their  ability  to  handle  boys, 
without  much  technical  knowledge  of  the  gams. 

10.  Do  not  allow  contintial  *  rabbing  at  the  umpire.  He  cannot  change 
his  decisions  and  maintain  his  dignity,  and  continual  crabbing  pre- 
judices him  against  your  team.  If  he  has  made  a  poor  decision  against 
your  team»  rwneoiber  that  he  is  doing  his  best  and  say  nothing.  He  will 
respect  your  team  more  for  such  actions. 


?*IS 


«v:o'-'  '"of  «I*B  ftrf  *«jri  ifaci^  ariR?  .  T.-or^m  «>#  •vrcBeajiOHfi 

rt:-!-.*;,-"    ffVA  ?-■'-,''  (V?  r--??^   StfO".   *r.f  WnA   Off  -+  t '^'-0   r  .r>5rr^  "->-.*^ 


130 


11.  Keep  your  "boys  fighting  hard  all  the  time  'w4iether  winning  or 
losing,  Irat  do  not  insist  on  too  nnich  loud  talk  or  noise.  "Pepper"  doesn't 
consist  in  everybody  yelling  all  the  time. 

12.  You  cannot  expect  to  handle  a  hi^  school  teaai  as  you  would 
a  grainnar  sOhool  team  or  on  the  other  hazxd  a  college  team.  There  is  a 
difference  in  age  and  the  boys  Tdll  have  to  be  treated  differently  as 
veil  as  tao^t  cez^ain  plays  in  a  different  manner.  Hi^  school  boys  are 
zu)t  old  enoti^  in  baseball  to  naltB  certain  plays  that  college  or  pro- 
fessional teanffl  work  daily. 

13.  &et  good  tmiforma  for  your  players.  Don't  have  misfits  or 
several  types.  Good  uniforms  add  to  the  efficiency  of  the  team.  This 
Is  a  bit  of  psychology,  for  on  the  vfliole,  the  team  with  good  uniforms 
all  alike«  vorks  more  as  a  unit* 

14.  On  rainy  days  irtien  you  can't  take  your  players  on  the  field, 
call  them  to-gether  for  a  blackboard  talk.  Eaqplain  the  fine  points  of 
play  and  ask  questions  as  well  as  ask  for  thnn.  Have  your  boys  do  some 
shadow  throwing  in  the  gymnasium  to  keep  their  arms  in  oonditiom 

15.  Some  persons  advise  taking  a  holiday  before  an  ioiportant  gams, 
but  I  have  found  that  a  li^t  infield  and  oxitfield  workout  plus  some 
good  batting  practice  improves  the  play  of  the  next  day.  Baseball  is  unr- 
like  football  in  this  respect,  as  the  football  season  is  strenuous  throu^- 
otxt  and  the  plE^ers  really  need  the  rest  before  a  big  game. 

16.  Any  great  amount  of  fungo  hitting  spoils  the  batting  eye  of  a 
player  for  he  gets  the  wrong  angle  on  the  ball.  Some  of  this  of  course 
most  be  done,  but  try  to  divide  the  burden  eanong  several  players. 


.:,fi?r.fT    ^ci  -.T-i-t  'jrcr  ■fder'  ^•x"  nn  "rin-'    'vui   i:  :o: 

Kil   m£  '    d«    le^/.'^t    i-ilV    i»-vW    «iri^    itlsA    «S^i  Ai    c^&a<^-<<Al^  IL 

WKtrtxJSi'  b*ifKi  i^tv  mmi  «<tt  .aXoffc-  •Ai  i?5>  loi  ,\soloi'-  ai 

,jt:   •  Tjtf^Ti;  »:-iJ  i'i^i-s  -j-^'  i«:t:'  i\i  ^j  v---'-  • 

.ft«S  4i:-   P   v^  9t  9^     " —  '■'■'■—   -■vv-.r^'-.    ..ft"    r,-.-    Jrr-i 


131 


APPENDIX      TO      TEESIS- 
Tm  OBSMIZASIQ^  OF  HIGH  SCHOOL  ATHLETIC  SYSITEMS. 

WITH 
3SZPL4IEJ?OEy       DIAQEAIB. 


*''',»     rS' 


81 


0  I    X  :  t^  A 


132 

APPEiroiX 
THE  OBGAHIZATIOg  OF  HIGH  SOHOOL  ATHLETIC  SYSTEMS. 

The  qTiestlonnaire  on  Physical  Tralnlne  and  Athletics  (mentioned  before) 
"brou^t  oat  certain  defects  in  the  organization  of  the  athletic  systeina  in 
the  high  schools  of  California.  Since  the  subject  of  athletics  In  general  la 
rather  closely  connected  with  the  subjedt  of  this  thesis,  I  deera  It  advisable 
in  the  following  pages  to  offer  STiggestions  in  the  natnre  of  methods  of  or- 
ganizing the  athletic  system  In  varions  sized  high  schools.  The  suggestions 
^Ich  I  offer  are  not  radical  changes  from  the  present^scheme  of  things, 
hut  rather  they  take  conditions  generally  as  we  find  them  and  attempt  to 
make  them  conform  to  some  standard. 
Large  Hi^  Schools. 

At  present  the  general  method  of  organization  of  the  athletic  system  in 
large  high  spools  is  about  like  this:-  a  physical  director  with  assistance 
from  a  special  coach  for  all  athletics,  or  a  faculty  member  who  devotes 
after-achool  time  to  this  work. 

This  system  should  work  well  providing  the  dijrector  is  in  complete 
charge  and  the  athletic  coach  is  made  a  member  of  the  faculty  and  held  res- 
ponsible for  the  type  of  coaching  MSilch  takes  place.  There  is  a  decided  ad- 
vantage in  having  one  man  handle  all  the  athlotic  work  and  that  alone,  for  he 
then  has  time  to  plau.  for  something  more  than  the  mei^  coaching  of  the  team. 
The  type  of  organization  which  will  benefit  the  greatest  number  may  then  be 
considered  and  schedules  drawn  ttp  accordingly.  If  the  physical  director  in 
a  large  hi^  school  mast  coach  all  teams  and  look  after  the  gymnastic  work 
besides,  he  has  more  than  he  can  do  to  get  the  results  that  should  be  ex- 
pected. Often  it  will  require  not  one  but  two  or  three  assistants  to  handle 
the  altuatlon.  Everything  depends  upon  the  number  of  boys  in  the  school. 


....:v.^.  ...    .V  t-:-"'''-'"  oHS  "to-  v..,*:r;»;    *...  -,,j^  ^^^ 

-^  '-  "     -•»  *»<•.-.«     a!  ewftt«pi  a^iatea® 

•btn^am^tt  WHOM  c<^  irto1:i»<M>  muli    >j.4sn 

to«*'  ft'  oisU  liar  •.■  tMi  «ro  gnJv*--   t:i  CB^'-fasv 

^■sa*    ;»»w  10  «*tfct  wrOB  J  »«  rOt  J?  leM  nrcctf 

-    ^   -^       ^^-«a  *»»*a<rt§  •mS*  *a»ftoif  Tf*  '? 


133 


I 


V, 

c 

o 

,s 

<p 

<D 

rO 

■H 

•p 

fi 

ri 

fi 

g 

9 

O 

o 

•3 

ft 

t> 

S3 
•H 


o 

CD 

O     Sh 
C     Z/ 

•H    Q 

i 

o 
o 


J.; 

O 

Ti 

+> 

c' 

Vi  o 

o  ri 

■d 

•fi  f'l 

Fl 

11 

tj    « 

It 

o 

o 


fl 

•3 

■4^ 

n 

^ 

f^  +> 

^ 

^ 

O 

P. 

& 

M 

« 

to 

CQ 

^<       -P 

^1  ®  2 


1  ^ 

•P  4^ 

n  h  n 

•H  o  w< 

n  to 

m  «D 

<)  «4 


o 


r'i-P 


o 

o 


i 

ft 

i 

9 


O 


fi 


o 


.05 


O  <q    5   «    3    u 


•ri 

© 

g 

£ 


I 

to 


Vi 
o 

c 
o 


.-   ©  "d  .  . 
n   ti   © 

w    n;    o   M    Fi 


w    si     •  P<  Co 

o  t^      *--  p 

©  «-i  r-T  ©  S)    n 

49  ^    g  $3   4>  Fl 

fl  $   S   .?  P  •♦* 

*-*  &        Fi   §  n    <> 

B     •  Co    CD  43    03 

-  5  a   p  M  1^   " 

©       rfS^  ^  g,  S 

+•  +» 

Vl  O   rH 
O 

© 

n    p    O    O  O   ;C] 

Tt    P   43   .0  iH    4> 


It 


t—     »    >' 


O    '-^ 


*3     <•    »« 

V  a   ".■ 


% 


\  •■-'  » 


r 


u. 


f            } 

ft 

i . 

i 

1'  ., 

: 

- 

rrn 


tJ» 


9 


•  n 


1  \-~ 


►? 
•^ 

o 


1 

j 

i            »-  • 

t 

.,  1 

I  5:: 


\'i^ 
}--! 


ir4 


I.  A 


134 


>■*■■ 


^n 


a  3 

u 


^-i 


I 


I*  i 


5  t. 


.   ^r,      H- 


V4 


I  ^  ■-  o 


135. 

I  greatly  fear  from  the  narnher  enrolled  for  intramnral  sports  In  the 
majority  of  the  large  schools  that  the  competition  team  alone  Is  the  only  one 
iflilch  is  given  much  consideration.  Boys  will  simply  not  become  interested  la 
Intraraoral  activity  xmless  there  is  some  one  to  act  as  director  and  carry 
the  hnrden  of  organization.  The  interest  is  hound  to  lag  if  hoys  are  left  to 
shift  for  themselves  after  having  heen  given  a  start.  Schedules  mast  he 
drawn  up«  roles  and  regulations  laid  down,  taapires  secured,  score-keepers 
obtained,  and  details  generally  attended  to  before  the  proposition  oa&  be 
put  on  a  firm  basis.  The  preceding  diagram  illustrates  my  idea  of  how  the 
athletic  situation  should  be  handled  in  a  large  hi^  school. 
The  Iledium-Sized  Hi;^  School. 

In  medium-slaed  hi|^  schools  vre  find  that  the  physical  director  must  do 
everything  himself  or  obtain  voluntary  aid  from  some  other  faculty  man.  Some- 
times It  happens  that  a  faculty  man  teaching  academic  subjects  several  hours 

of  the  day  is  the  only  help  given  to  the  athletics  of  the  school.  It  cannot 
be  expected  that  su<A  a  man  can  plan  and  carry  out  a  double  schedule.  The 
results  obtained  in  such  instances  prove  that  he  does  not  attenrpt  to  do  it. 
I  believe  that  if  there  were  two  men  especially  delegated  to  the  physical  ed- 
ucation work  of  the  medium-sized  hif^  school,  the  remilta  obtained  through 
athletic  participation  would  more  than  offset  the  necessary  expenditure. 
Boards  of  Ednoation  are  Just  now  commencing  to  realize  the  possibilities  in 
physical  activity  and  the  evils  "Bhi^  have  gone  on  xumoticed  because  of 
insufficient  help  to  cope  with  the  situation.   Here  again  the  director 
should  be  In  charge  of  all  athletic  work.   There  should  be  no  toleration 
of  the  itlnernnt  ooach,  the  man  vHxo   is  here  to-day  and  gone  to-morrow 
for  the  consideration  of  a  few  dollars.   Uor  should  the  captain  be  allowed 
to  have  the  supervisiou  and  coaxjhing  of  the  team  any  more  tJiaa  a  bri^t 


ami  f^                                                                                         .    nioc  ^ 

.fir  K^vaUt^  q;^  £aftfl9M«  *i(£l£««ii(|  *LtMf9b  bam  ^haaiMitf 

"^C    • '?^*,'!J'r.fft   six-"'  ^r-.n  '^i-  il    SfiClI^ 

Hi  a>>i.*;i^«<K>i  sAt  ailtoant  oi  2,.-i.:^ii v^s  tjow    naif               >i j  ■    i^i  ^j  oifnoS. 


156 


o 

ix: 

o 

O 

n 


O 
p 


O 


O 


H 
S 

S 


r-1 

Pi 

•r* 


^^m 

m 

%' 

^1 

O 

4 

fit 

m 

S 

4> 

^ 

+> 

«H 

S 

S^l 

o 

^ 

>» 

•^ 

r-( 

ti 

^ 

^ 

o 

TO 

U 

3 

iH 

« 

n 

TT 


o  a>  d 


C    B 

H   E 


o     • 

ci  o 


o  e  4» 

^  e  o 

O  4»    f«  iH 


o 

O    (4 
O 

gpq 
II 


;4 
© 

CO 


05 


§ 

4> 


to 
o  o 


as 


^  n 

o  o 

g  ® 

1-1 

a  ► 

93  -fs 

i-i  «H 

O  4> 

P.  O 

II 


h 


-it 


§ 

O  4* 
^<  P<  0 
■P  01    S» 


o 


4>  -r»  4* 

«B  'd  o  go 

tA  g  9  d 

g  8  >4  B 


.4 

I 

.4 


>K    -^ 


"^-.^^ 


w     -•     t-i>    '.^   --. 


•  s  'j  v.. 

4   '•    :'   u 

1-  f' 

• 

J   A 

K.   ^   5"   3 

n 


^  1 

1  i^ 


Si;; 

1    I 


»  o      - 


St 

■^ 

^ 

ff< 

1 

E~~ 

ft'     ■ 

8 


Lr.,.--.J  ;l     '<'*r'^l  1^1     n^ 


3 


I 


r, 


il 


1 


n 


hi 


% '  ^! 


r    n 
» 

1^  j 


a 


4f» 


r  - 


i  H^ 


!Jl 


12 


137 


scholar  tpould  "be  glyen  a  mathBtnatlcs  class  to  teaoh*  Tfa  vant  men  ^o  laiow 
how  to  teach,  know  the  odacatlonal  principles  Imrolved  and  ahore  all  have 
sound  moral  tt&tidArds** 
The  Small  Higflx  School* 

In  small  schools  one  wsaa.  may  he  able  to  handle  the  athletio  situation 
and  of  course  In  a  school  of  only  twenty-five  or  thirty  hoys  we  would 
not  hop*  to  find  a  physical  director.  Some  faculty  man  mast  be  paid  extra 
to  devote  his  tirae  a;id  energy  to  this  irorfc,  or  a  physical  director,  t*io 
can  teach  other  stibjectsjroast  he  hired.  But  In  a  school  of  75  to  125  boys 
it  Is  as  essential  th^t  a  jflj^Bloal  director  he  on  the  faculty  as  that 
there  he  a  mathenstlos  instructor.  ?ho  averaip:e  siEall  school  now  pays  an 
academic  ran  an  addocl  salary  to  take  chare©  of  athletics  and  he  apparent- 
ly finds  neither  time  not  opportunity  to  plsm  systematic  Intrantxral 
activities.  This  is  unf crtrcnate ,  especially  In  view  of  the  fast  that  the 
aaall  school  has  n  largo  amount  of  play  space  and  consequently  the  planning 
Is  materially  reduced.  Ono  school  at  loaat  in  the  croup  of  fifteen  small 
schools  listed  has  seen  tho  llj^t.  Tho  principal  and  Board  of  Education 
are  to  he  cojiGratulated  vgton  their  foresight,  atud^r  and  invostlgatlon 
of  the  situation. 


i   ^i  wwi 


,'te 


>    I/A.  1     'J}     W;".'rf     J 


4  (^^  ^r:  ufi  s<i 


«2 


;tii«i--sV.L'4    •>-  .1      ,- 


A  .,      -u 


138 


Hm 

^^ 

^^^^ 

^^"^ 

1 

o  e  o 

CB  ■I'    «> 

•J  +>  ^ 

o  ^. 

o  o 

1 

1 

n 

i 

o  n 

4>    g 

o 

4» 
t1    O 

9  '^ 

a  «-* 

B  • 

S  "^ 

11 

S5  . 

-  "I^ 

M 

r.  ^- 

u 

<-:     't. 

a  ««-l 

o 

Ui   r 

iH   +i 

I    » 

■  .    t:! 

O  T- 

a> 

»»•  .M 

^4     -P 

^;- 

r, 

^n%: 

^(0    4} 

ij 

rS   § 

>v 

*   o 

cv 

4-' 

j^ 

f  - 

1 

o 

fk 

1 

1 

r 

■Tl 

o 

Vi   «   Vt 

fci 

•r 
1 

J    — 

G 

O   4=        , 

1 

§ 

CJ 

o    ^    o 

i-i 

iV 

■I 

o 

u         -H 

^ 

! 

-1 

C 

•P    W   -t- 

P 

^ 

.^ 

.o 

II     1 

o  E  r: 

iH 

M 

i-g 

.,  I 

Q    ^  4> 

<-       ^-j  S  o  _ 

^       1^^       T' 

u  ^  u 

•P  en  'jn 

«>       ^  "d 

n 

O 

^       "H  ;.:  «H  o 

*~i 

■>K 

4^ 

1   _  «        o  « 

m        c^   OS 

'-":-■    f 

-!            n-l     E     g     '^ 

o        >  o 

}^< 

•H          T^   -o* 

••-2 

o       o  &H  e  +a 

4>  _,  +»  if 

1 

^    . 

"H        ^        c  © 

w  -tJ  o   « 

1 

03 

V            r-   r-»   "H   i-i 

«  g   c  S 

1 

-'-f         P^  fc  o  -^ 

O       o  ci 

i( 

^4 

5 

t 

1 

_^ 

I 


o 


t^ 


.?'*• 


>j     c 


>^  5 


1> 


fi    Mi    O     9 


1 

i 

1 

■^''^'M 


J 


.-,! 


m« 


.--.■>      ;  I 


q-4§:^ 


J , 

i 

rfc 

tl 

1^ 

V?. 

I      t 


130 


«H     k 

ffi 

o    «> 

4* 

•S 

Fi 

o   S 

© 

•d 

"•PS 

?* 

-p 

4S 

•H    O 

Ct> 

o  ~ 

^  c 

O    o 

^H 

C-;  ■  .■ 

F    O 

^  ^. 

i? 

.-.  >-; 

V*   4; 

-3! 

c6    ^ 

>» 

o 

s: 

•-t 

fl^ 

«r  .<.i 

I—' 

■<-■ 

r-!    •r^ 

pi 
r- 

ce 

— 1 

u  11 

£ 

1 

.c  a 

o   o 

B 

_ 

o 

s  2 

0- 

O   O 

ft 

o 

o 

•H 

c 

C2 

KJ 

fft 

< 

D    _ 

o  1 

r- 

u 

h 

1 

;-■) 

t'^ 

L<' 

f-i 

Ij 

o   o 

s   •<> 

',-  •-1 

3  ♦» 

""^~ 

,  "■ 

^  o 

tt    .<J  .s 

•tJ 

Pi 

;  •.-!     -' 

fS 

ro 

;h  M  : 

n 

^•;«;^ 

Vi   o    o 

f**  !?  S 

tn 

fii  c 

o 

«H 

•H 

1 

•P 
<D 

o 

C3 

^^ 

^^^ 

^^ 

^^^ 

^^ 

-^ 

M 

f-i 
O 

o 


3| 


I 


^ 


R  -P  C   ' 

Si  ^ 

If  O 

W    TO  J3 

■-;  p<  p 

o 

a  a  o 

-J  f  ^ ' 


^ 


tU'P 


1 


;o 


(- 


1- 


BIBTJOTrPiJIPY. 


Berry.  Elmer  ••  Baaeball  ITotea  for  Coacihea  and  Playora. 

Clarfco   (^.  J.)   &  DawBon  (F.  T.)   -  Bnne'b'^;!!  -  IMlvidiml  Pl&y  and 

Team  Flay  in  ]>etail. 

CrowBll,  T.  T.  -  How  WPlay  Baseball  by  the  ttreatest  Baseball  Players. 

Overs,  Johnnie  -  Baseball  in  the  Big  Leagues. 

How  to  Play  Baseball  -  By  Tarioas  esperts  on  the  game  inoludlng 

!7y  OobTj,  0.  StannaGo,  J.  ^.   Cooraba,  P.  M.  Sohalti 
(2i£»oe,  GolllM,  Lord,  Bush,  T.  Speaker,  Billy 

McGraw,  Jolm  J.-  Baseball  Rules. 

l!c(Jra^'?,  John  J.  -  How  to  Piny  Baseball. 

;roGrav7,  Jolni  J.  -  Solent  if  ic  Basobf  11. 

Patton  (I'fe.)  &  lloSpadden  (J.  \". )  -  Tho  T^oolr  of  Basebnll  from  the 

Earliest  Days  to  the  Present  Season. 

Spaulding,  A.  G,  -  Baseball  Jtaorlca'a  national  Garae, 

PERIODICAL  LITER&miRE. 

Baseball  -  H.  S.  Ourfcis  -  Journal  of  Education  for  April  27,  1916, 

Baseball  and  the  National  Life  -  Outlook,  Vol.  104  -  pp.  104-7. 

Baseball  Technique  -  American  Physical  Education  Review  for  Maroh 

and  Juno  1907,  Fob.  and  April  1908, 

Bernoulli'?.  Principle  and  Its  Applicsitloa  to  Esjaaln  the  Ounrlng  of 
a  Baseball  -  Popular  Science,  Vol.  83  -  pp.  199-203 

Brains  in  Baseball  -  Outing,  Vol.  62  -  pp.  653-63. 

Clean  Living  and  Quick  Thinking  -  C.  15ack  -  MeClure»s  for  May  1914. 

Generation  that  Plajrs  the  Game  -  H.  Reed  -  Harper's  V/eekly  for  August 

7,  1915. 

Honesty  In  Baseball  -  literary  Digest,  Vol.  46  -  pp.  1193. 

Physics  of  Baseball  -  Amsrioan  Magazine,  Vol.  74  -  pp.  754-61. 


4-3- 


J    CO 


50  :Lri'r:£^ 


BIBLIOGRAPHY  (oontlmed). 

PEBIODIOAL  LITHIUgmm. 

Solentiflo  Study  of  Baseball  -  Arthnr  Macdonald  -  Amerloaii  Physical 

Bdncation  Review  for  Mapdh  1914. 

Speed  of  a  Pitdied  Ball  -  Literary  Di^st,  Vol.  47  -  v.  626. 

Why  la  Basehall?  -  Literary  DipjBst  for  May  27,  1916. 

Tffhy  la  a  Baaeball  Playery  -  Literary  Digest  for  July  12,  1915. 


•r,A..., 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  .djite.at4PlI?£(I  below. 


JUL  17  1951 


DEC  1^  1951, 


APR  3     1955 
APR  1     RECD 

DEC  1  7  1956 
DEC17REC0 


LD  21-95m-ll,'50(2877sl6)476 


LANCe  LIBRARY  OF  EDUOATWWii 
UNIVERSITY  OF  CAUFOHn«A^ 
BERKELEY,  CALIFORNIA. 


